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This study evaluates teacher self-efficacy perceptions among students in the Master's Degree in Secondary Education and Baccalaureate, Vocational Training, and Language Teaching (MDSE), as well as the variables influencing these perceptions and their connection to the program's training. The research sheds light on how self-efficacy affects views on concerns, feelings, and attitudes towards diversity and inclusive education in the current educational landscape. Out of 205 female and 100 male MDSE students surveyed, who are either graduates or nearing completion, data were gathered using the "Teacher Education in Secondary Education: Key Elements for Teaching in an Inclusive School for All" (FORPES-IN) questionnaire distributed across Spanish universities. Three primary instruments from the questionnaire were utilized: the Teachers' Self-Efficacy Short Form (TSES-SF), the Questionnaire for Future Secondary Education Teachers regarding Perceptions of Diversity, and the Revised Scale of Feelings, Attitudes, and Concerns about Inclusive Education (SACIE-R). Findings suggest that the majority of prospective teachers exhibit moderate-to-high levels of self-efficacy. Variables such as non-formal teaching experiences, the reason for joining the MDSE program, and regular interactions with vulnerable individuals, especially in Social and Health Science domains, moderately influence self-efficacy. This study reveals a strong link between the received training and the perceived level of self-efficacy. In particular, participants with higher self-efficacy feel better equipped to handle classroom diversity and rate the MDSE program positively. Areas for enhancement are identified, such as classroom management and diversified assessment strategies. Finally, a positive correlation is observed between high self-efficacy and positive attitudes toward disability, inclusive education principles, and reduced apprehensions about inclusive teaching. [ABSTRACT FROM AUTHOR]

Introduction: The advancement of inclusive education over the past few decades emphasizes the pivotal role of teachers in transforming the educational landscape. As schools transition toward a more inclusive approach, it is imperative to evaluate the efficacy of initial teacher training programs in preparing educators for this inclusive transition. This study aims to describe the preparedness and perceptions of students in the Master's Degree in Secondary Education, Vocational Training, and Language Teaching (MDSE) regarding inclusive education, guided by the profile developed by the European Agency for the Development of Special Needs and Inclusive Education (AEDNEEI). Methods: Furthermore, the research analyzes how external factors, such as perceived self-efficacy, influence these perceptions and readiness for inclusive teaching. A total of 218 students enrolled in the MDSE, with an average age of 31.5 years and a standard deviation of 6, were examined. Of the participants, 33% were male and 67% were female. These students came from different Spanish universities and were either in the final stages of their studies or had already completed them. Prior to participating, they had finished the generic module and completed their practice sessions in secondary education centers. The "Teacher Training in Secondary Education: Key Elements for Teaching in an Inclusive School for All" (TTSE-IN) questionnaire was employed, which includes five validated and pertinent instruments, with four of them being employed for the study's objectives: The "Questionnaire for Future Secondary Education Teachers about Perceptions of Diversity Attention," the "Questionnaire for the Evaluation of Teacher Training for Inclusion CEFI-R," the "Revised Scale of Feelings, Attitudes, and Concerns about Inclusive Education" (SACIE-R), and the "Brief Scale of Teacher Self-Efficacy." Results and Discussion: The results show the presence of positive attitudes in future educators along with a poor overall assessment of the training received, which raises concerns about the development of teaching functions more related to daily work in the classroom and the implementation of inclusive methodologies. At the same time, both regular and close contact with people in situations of special vulnerability, experience in training in nonformal contexts, and the level of teacher self-efficacy, in its different components, are postulated as some of the facilitators of the development of the postulates and values of inclusive education and predictors of greater capacity toward attention to diversity. [ABSTRACT FROM AUTHOR]

This study, which is part of a broader research project, aims to investigate the impact of the initial training received by students in the Master's Degree in Secondary Education and Baccalaureate, Vocational Training, and Language Teaching (MDSE) on their future teaching development in the current educational and social framework. The main goal is to understand their concerns, attitudes, and level of acquired competencies and knowledge for their professional development as inclusive teachers. Additionally, the study aims to explore the relationship between their assessments and experiences with the perceived level of Emotional Intelligence (EI), given its importance as a facilitating element, which is teachable from formal education, in socio-educational inclusion processes and quality attention to diversity in classrooms. A total of 218 MDSE students (Mage = 31.5; SD = 6; males = 33%; females = 67%) participated in the study, coming from various Spanish universities, and having either completed their studies or being in the final stages after having completed the generic module and practices in secondary education centers. The information was collected through the "Teacher Training in Secondary Education: Key Elements for Teaching in an Inclusive School for All" (TTSE-IN) questionnaire, which included five validated and relevant instruments, of which three were used for the study's purpose (Questionnaire for Future Secondary Education Teachers about Perceptions of Diversity Attention, Scale of Feelings, Attitudes, and Concerns about Inclusive Education, Revised SACIE-R and Wong and Law Emotional Intelligence Scale WLEIS-S). The main results indicate that future teachers show a positive attitude towards diversity but have significant training gaps. Additionally, the EI variable, along with regular contact with people in situations of special vulnerability and experience in teaching people in situations of special vulnerability in non-formal contexts, has a positive effect on both teacher well-being and the facilitation of inclusive education processes and diversity attention. [ABSTRACT FROM AUTHOR]

Background. Alzheimer's disease (AD) is a neurodegenerative disease that is characterized by deficits in episodic memory. It is the most common form of dementia and affects 50°70% of patients with cognitive impairments over the age of 65. Elderly people are particularly susceptible to malnutrition and that risk is even higher in patients with AD. This study assessed the nutritional status of patients with AD at different stages of AD and explored how that status correlated with cognitive, functional and behavioural variables and caregiver overburden. The characteristics of the diet and the degree of adherence to the Mediterranean diet were also analysed. Methods. This was a cross-sectional study that was representative of the general population and it was carried out in the Unit of Cognitive Disorders, Lleida, Spain. The participants were 111 subjects with AD who were aged 65 and over and still living at home. The subjects' nutritional status was assessed using the Mini Nutritional Assessment (MNA) and Controlling Nutritional Status system. The monthly food intake was estimated using the short Food Frequency Questionnaire and adherence to the Mediterranean diet was evaluated using the Mediterranean Diet Score. The Mini Mental State Examination (MMSE), Global Deterioration Scale, Neuropsychiatric Inventory (NPI) and Zarit Burden Interview (ZBI) were also used. Results. We found that 68% of the subjects presented with a risk of malnutrition and 19% were malnourished according to the MNA scale. Patients ate a higher quantity of meat and dairy products than recommended and fewer products from the remaining healthier food groups. Of the 111 subjects, 73% showed low adherence to the Mediterranean diet and 27% showed moderate adherence. There was a partial correlation between nutritional status and the MMSE when the data were adjusted for age and sex (r =0;318; p=0:001) and inverse correlations were found for functional status (r = -0:283; p = 0:004) and the NPI (r = -0:409; p = 0:000) and ZBI scales (r = -0:433; p = 0:000) when they were adjusted using the same variables. The ZBI scale (OR 1.08, 95% CI [1.01-1.15]) showed an increase in the risk of malnutrition in the multivariate analysis. Discussion. Alterations in nutritional status were more common during the advanced stages of AD and were also associated with behavioural changes and caregiver overburden. Low adherence to traditional healthy diets in Mediterranean countries and food intake profiles should be considered when managing patients with AD. Other countries can use the results to examine diets in people with AD that are high in meat and dairy and low in healthy food groups like fruit and vegetables. [ABSTRACT FROM AUTHOR]