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Although there have been many studies on the effects of the Covid-19 pandemic and emergency remote education (ERE) on students, there has not been enough research about gifted students’ experience. This paper aims to understand gifted students’ perceptions of effective and ineffective school practices during ERE. Gifted students were recruited on the recommendation of school counselors based on students’ demonstrated exceptional abilities and achievements in one or more areas. Thus, purposive homogeneous sample of gifted students in Serbia consisted of 19 gifted students from elementary schools and 11 secondary school students. The conducted semi-structured interviews covered various themes related to students' school and out-of-school life during the pandemic, but for this paper we focused on qualitative data analysis of effective and ineffective school practices Thematic analysis yielded six themes referring to effective, engaging practices and eight themes referring to ineffective, disengaging practices. Gifted students positively assessed additional educational support, video conferencing and using LMS. Additional support was in the form of additional group or individual classes (in-person or online) or posting additional materials in LMS. However, students reported that additional classes were closely tied to competitions and that they are not organized regularly throughout the school year even in regular circumstances. Disengaging factors were predominantly related to traditional teaching methods and lack of interaction, absence of additional educational support from the school, difficult monitoring of assessment, epidemiological measures and lack of individualization and differentiation during the regular classes. Yet, many students showed understanding for teachers and have not developed negative emotions due to insufficient enrichment and support. In addition, when students initiated contact - teachers responded effectively. As a compensatory mechanism, you

Objective: This study investigates the impact of educational support on entrepreneurship behavior using the study of entrepreneurship training program. Theoretical Framework: This study uses TPB (Theory of Planned Behavior) as a grand theory for understanding entrepreneurship behavior that will be combining with educational support as antecedent variable. TPB argued that individual’s behavior will be determined by attitude, subjective norms, perceived behavioral control, and intention. Method: This study has 200 students selected with random-sampling method. Online survey with a self-administered is used to collect data. The stage of data analysis consists of demographic distribution analysis, research construct test, model fit test, and hypothesis test. Findings: This study shows that educational support has a positive effect on entrepreneurship intention that is mediated by attitude towards entrepreneurship, perceived behavioral control, and subjective norms. This study also found a relationship between entrepreneurship intention and entrepreneurship behavior. Implications: The universities must evaluate the actions that students have taken as long as training program. Universities are needed to make sure that students have developed a real business plan. The Government of Indonesia also need to build partnerships with business network, such as investors to help fund the business. Thus, educational support will be affected to improve the number of entrepreneurs in Indonesia. Originality/Value: This study confirms the concept of entrepreneurship intention which is an important step in improving student entrepreneurship behavior., Objetivo: Este estudo tem como objetivo investigar o impacto do apoio educacional no comportamento empreendedor utilizando o estudo do programa de formação em empreendedorismo. Referencial Teórico: Este estudo utiliza a TPB (Teoria do Comportamento Planejado) como uma grande teoria para a compreensão do comportamento empreendedor que será combinado com o apoio educacional como variável antecedente. A TPB argumentou que o comportamento do indivíduo será determinado pela atitude, normas subjetivas, controle comportamental percebido e intenção. Método: Este estudo contou com 200 alunos selecionados por meio de amostragem aleatória. Pesquisa on-line com autoadministração é usada para coletar dados. A etapa de análise de dados consiste em análise de distribuição demográfica, teste de construção de pesquisa, teste de ajuste de modelo e teste de hipótese. Resultados: Este estudo mostra que o apoio educacional tem um efeito positivo na intenção de empreendedorismo que é mediado pela atitude em relação ao empreendedorismo, pelo controle comportamental percebido e pelas normas subjetivas. Este estudo também encontrou uma relação entre a intenção empreendedora e o comportamento empreendedor. Implicações da Pesquisa: As universidades devem avaliar as ações que os estudantes realizaram ao longo do programa de formação. As universidades são necessárias para garantir que os estudantes desenvolvam um plano de negócios real. O Governo da Indonésia também precisa de construir parcerias com redes empresariais, tais como investidores, para ajudar a financiar o negócio. Assim, o apoio educacional será afetado para melhorar o número de empreendedores na Indonésia. Originalidade/Valor: Este estudo confirma o conceito de intenção empreendedora, que é um passo importante na melhoria do comportamento empreendedor dos estudantes., Objetivo: Este estudio tiene como objetivo investigar el impacto del apoyo educativo en el comportamiento empresarial mediante el estudio del programa de formación empresarial. Marco Teórico: Este estudio utiliza la TPB (Teoría del Comportamiento Planificado) como una gran teoría para comprender el comportamiento emprendedor que se combinará con el apoyo educativo como variable antecedente. TPB argumentó que el comportamiento del individuo estará determinado por la actitud, las normas subjetivas, el control conductual percibido y la intención. Método: Este estudio cuenta con 200 estudiantes seleccionados con método de muestreo aleatorio. Para recopilar datos se utiliza una encuesta en línea con un cuestionario autoadministrado. La etapa de análisis de datos consta de análisis de distribución demográfica, prueba de constructo de investigación, prueba de ajuste del modelo y prueba de hipótesis. Resultados: Este estudio muestra que el apoyo educativo tiene un efecto positivo en la intención de emprender que está mediado por la actitud hacia el emprendimiento, el control conductual percibido y las normas subjetivas. Este estudio también encontró una relación entre la intención emprendedora y el comportamiento emprendedor. Implicaciones de la investigación: Las universidades deben evaluar las acciones que los estudiantes han realizado a lo largo del programa de formación. Es necesario que las universidades se aseguren de que los estudiantes hayan desarrollado un plan de negocios real. El Gobierno de Indonesia también necesita establecer asociaciones con redes empresariales, como inversores, para ayudar a financiar el negocio. Así, el apoyo educativo se verá afectado para mejorar el número de empresarios en Indonesia. Originalidad/Valor: Este estudio confirma el concepto de intención empresarial, que es un paso importante para mejorar el comportamiento empresarial de los estudiantes.

This article examines how a business school's environment encourages the formation of entrepreneurial intentions among its students. Building on insights from the theory of planned behaviour and the business event model, a structural equation model was applied on a sample of 283 Costa Rican university students. The main results of the study suggest that the entrepreneurial training provided by the business school contributes to improve students' entrepreneurial intentions. However, this effect develops through an indirect mechanism: that is, entrepreneurial training positively influences students’ attitudes toward entrepreneurship which, in turn, impact students’ perception on entrepreneurial self-efficacy. The proposed model rooted in cognitive frameworks allows business schools, and higher education institutions in general, to measure and evaluate the effectiveness of their entrepreneurial training programs in promoting entrepreneurial intentions., Este artículo examina cómo una escuela de negocios fomenta la formación de intenciones emprendedoras entre sus estudiantes. Sobre la base de los conocimientos de la teoría del comportamiento planificado y el modelo de eventos de negocios, se aplicó un modelo de ecuaciones estructurales en una muestra de 283 estudiantes universitarios costarricenses. Los principales resultados del estudio sugieren que la formación emprendedora que imparte la escuela de negocios contribuye a mejorar las intenciones emprendedoras de los estudiantes. Sin embargo, este efecto se desarrolla a través de un mecanismo indirecto: es decir, la formación emprendedora influye positivamente en las actitudes de los estudiantes hacia el emprendimiento que, a su vez, impactan en las percepciones de los estudiantes sobre la autoeficacia emprendedora. El modelo propuesto basado en marcos cognitivos permite a las escuelas de negocios, y las instituciones de educación superior en general, medir y evaluar la eficacia de susprogramas de formación empresarial en configurar intenciones empresariales.

By studying activities of educational support, the research to be presented has revealed power relations at play in these. During three semesters, policy and practice regarding educational support on micro and macro levels have been analyzed, with specific interest in the role of discourses and subjective positionings (Foucault 1972/2002). One of the findings is a racialization of the provision of educational support. A certain degree of racialization (Miles 1989) of educational support is inevitable. Understanding educational support as pedagogical or didactical efforts supplementing mainstream teaching, there is for instance a group of students in need of such based on them having migrated, until they learn the Swedish language. Nevertheless, this research reveals differences in provision of educational support in the form of e.g. special education or assessments that are difficult to explain pedagogically. We find hints on educational support failing in terms of equity in educational statistics, as well as quantitative and qualitative research that for decades have revealed how children of migrated families in Sweden are worse off in school on accumulated group level (Behtoui et al 2019). One example is in the passing rates from lower to upper secondary. While being a crucial step in regards to future life opportunities (The Public Health Agency 2022), no one has yet hit the spot on how to improve the situation. The presentation at the Nordic Conference on Racism and Education will discuss preliminary results regarding the racializing power dynamics revealed when researching provision of educational support in two lower secondary schools where ~30-40% of the students have migrant background. Adopting an ethnographic approach, daily life with class sessions and staff meetings have been observed and over 80 interviews been made with students, teachers and parents. References Behtoui, A., Hertzberg, F., Jonsson, R., Rosales, R. L., & Neergaard, A. (2019). Swe, Presented in the Nordic Conference of Racism in Education 15-16 May 2024

Syftet med studien är att öka kunskapen om ett pedagogiskt stöd till medarbetarna kan främja jämställdhetsintegreringen på arbetsmarknaden genom en utvecklingsinriktad förändringsprocess. Kognitiv teori har använts som utgångspunkt med en socialkonstruktivistisk tyngd. Datainsamlingen har skett genom en kvantitativ metod där en enkätundersökning gjordes med ett obundet slumpmässigt urval. Enkäten delades ut via sociala media på Facebook och Instagram. Det var 49 respondenter som deltog varav 40 kvinnor och 9 män. Resultatet visade att kvinnor i större utsträckning upplever mer ojämställdhet och diskriminering. De anser att mer information, utbildning och stöd i från både myndigheter och arbetsgivare i kombination med strängare straff kan främja jämställdhetsintegreringen. Män anser att ökad information, utbildning, stöd från myndigheter och arbetsgivare är tillräckliga åtgärder för jämställdhetsintegreringen. Stor del av respondenterna upplevde att en ökad jämställdhet på arbetsmarknaden skulle även minska ojämställdhet och diskriminering i samhället. Avsaknad av tidigare forskning på det specifika området av ett pedagogiskt stöd i jämställdhetsintegreringen gör att ytterligare forskning kan krävas för att styrka resultat och slutsats av denna studie., PE207G. Examinationsdatum: 2023-06-08.

In Italia, un numero significativo di bambini vive al di fuori della propria famiglia d'origine. Si segnala che questa condizione rappresenta un'esperienza di discontinuità nei percorsi di vita dei minori e richiede il supporto di professionisti o genitori affidatari e adottivi. Questa realtà interpella la riflessione educativa poiché si intreccia con il processo di costruzione dell'identità personale. È una sfida che coinvolge la persona lungo tutta la sua vita e implica elementi che appartengono alla sfera della memoria e della progettualità esistenziale. Il presente contributo intende soffermarsi sulle dimensioni educative che possono orientare il processo di sostegno ai bambini, nell'ottica di favorire l'elaborazione e la costruzione di un'identità narrativa., In Italy, a significant number of children live outside their birth families. It is noted that this condition represents an experience of discontinuity in the children’s life paths and requires support by professionals or foster and adoptive parents. This reality questions educational reflection since it is intertwined with the process of building personal identity. It is a challenge that involves the person throughout his or her entire life and implies elements that pertain to the sphere of memory and existential planning. This contribution intends to dwell on the educational dimensions that can guide the process of supporting children, with a view to encouraging the elaboration and the construction of a narrative identity.

During three academic years, an accompaniment and mentoring project has been developed for new teachers in educational centers with difficult performance in Polígono Sur (Seville), which is one of the poorest areas of the country. It is enclosed in the Research, Innovation and Materials Projects of the Education Council of the Junta de Andalucia. This project contemplates two fundamental figures: mentors and mentees. Herein it proposes to define representative socio-educational variables of the mentor, desirable competency profile and positive aspects of the program. The sample size is 57 mentors in 6 primary and secondary schools. For the collection of information, 2 surveys are used, with qualitative and quantitative items. The results indicate as key characteristics of the mentor in these contexts: teaching experience, knowledge of the schools and environment, ability to show empathy/assertiveness and problem solving and immediate decision making. The main conclusion is to find the desirable profile of the mentor for each school., Durante tres cursos, enmarcado en Proyectos de investigación, innovación y materiales de la Consejería de Educación de la Junta de Andalucía, se desarrolla un proyecto de acompañamiento y mentoría para profesorado novel en centros educativos de difícil desempeño del Polígono Sur (Sevilla); una de las zonas más pobres del país. Contempla dos figuras fundamentales: mentores y mentorizados. Este trabajo plantea definir variables socioeducativas representativas del mentor, perfil competencial deseable y aspectos positivos del programa. El tamaño de muestra es de 57 mentores en 6 centros de infantil, primaria y secundaria. Para la recogida de información se utilizan 2 formularios, con ítems de corte cualitativo y cuantitativo. Los resultados señalan como características claves del mentor en estos contextos: experiencia docente, conocimientos del centro y entorno, capacidad de mostrar empatía/asertividad y resolución de problemas e inmediata toma de decisiones. La conclusión principal es encontrar el perfil deseable del mentor para cada centro y etapa.

In Italia, un numero significativo di bambini vive al di fuori della propria famiglia d'origine. Si segnala che questa condizione rappresenta un'esperienza di discontinuità nei percorsi di vita dei minori e richiede il supporto di professionisti o genitori affidatari e adottivi. Questa realtà interpella la riflessione educativa poiché si intreccia con il processo di costruzione dell'identità personale. È una sfida che coinvolge la persona lungo tutta la sua vita e implica elementi che appartengono alla sfera della memoria e della progettualità esistenziale. Il presente contributo intende soffermarsi sulle dimensioni educative che possono orientare il processo di sostegno ai bambini, nell'ottica di favorire l'elaborazione e la costruzione di un'identità narrativa., In Italy, a significant number of children live outside their birth families. It is noted that this condition represents an experience of discontinuity in the children’s life paths and requires support by professionals or foster and adoptive parents. This reality questions educational reflection since it is intertwined with the process of building personal identity. It is a challenge that involves the person throughout his or her entire life and implies elements that pertain to the sphere of memory and existential planning. This contribution intends to dwell on the educational dimensions that can guide the process of supporting children, with a view to encouraging the elaboration and the construction of a narrative identity.

Syftet med studien är att öka kunskapen om ett pedagogiskt stöd till medarbetarna kan främja jämställdhetsintegreringen på arbetsmarknaden genom en utvecklingsinriktad förändringsprocess. Kognitiv teori har använts som utgångspunkt med en socialkonstruktivistisk tyngd. Datainsamlingen har skett genom en kvantitativ metod där en enkätundersökning gjordes med ett obundet slumpmässigt urval. Enkäten delades ut via sociala media på Facebook och Instagram. Det var 49 respondenter som deltog varav 40 kvinnor och 9 män. Resultatet visade att kvinnor i större utsträckning upplever mer ojämställdhet och diskriminering. De anser att mer information, utbildning och stöd i från både myndigheter och arbetsgivare i kombination med strängare straff kan främja jämställdhetsintegreringen. Män anser att ökad information, utbildning, stöd från myndigheter och arbetsgivare är tillräckliga åtgärder för jämställdhetsintegreringen. Stor del av respondenterna upplevde att en ökad jämställdhet på arbetsmarknaden skulle även minska ojämställdhet och diskriminering i samhället. Avsaknad av tidigare forskning på det specifika området av ett pedagogiskt stöd i jämställdhetsintegreringen gör att ytterligare forskning kan krävas för att styrka resultat och slutsats av denna studie., PE207G. Examinationsdatum: 2023-06-08.

L’istituto adottivo è pensato dal legislatore per assicurare il diritto alla famiglia a quei bambini e ragazzi in istato di adottabilità, in seguito ad un non riconoscimento da parte dei genitori o ad un allontanamento dal nucleo familiare. Nel Ventennio compreso fra il 2001 e il 2021, in Italia, i bambini e ragazzi adottati con adozione nazionale o internazionale sono stati 68653 (Dipartimento Giustizia minorile e di comunità, 2022). Nello stesso periodo, circa 4500 bambini e ragazzi sono rimasti esclusi dal circuito dell’adozione e sono cresciuti fuori famiglia (Dipartimento Giustizia minorile e di comunità, 2022). La realtà dell’adozione si presta alla riflessione pedagogica per una serie di sollecitazioni che da essa provengono e che aiutano a portare all’attenzione i diritti inviolabili dell’infanzia e i bisogni di cui ciascun bambino è portatore. In particolare, muovendo dalla centralità del soggetto in crescita, la legislazione sull’adozione invita a riflettere sul diritto alla vita, all’ascolto e alla famiglia. Tali dimensioni assumono un ruolo primario all’interno dei percorsi di preparazione dei bambini all’adozione e costituiscono elementi fondanti nel processo di rielaborazione e costruzione della identità personale e familiare. In prospettiva educativa, il presente contributo, anche in virtù della riflessione su buone prassi esistenti, si propone di entrare nell’universo relazionale del minore in istato di adottabilità e della sua storia familiare, indugiando sull’importanza di offrire percorsi di preparazione all’adozione, declinati nell’orizzonte dell’accompagnamento ad una riprogettazione esistenziale. Tale processo riguarda, a diverso titolo, le Istituzioni, i Servizi Educativi, i professionisti coinvolti nella realtà adottiva, il Terzo Settore, le famiglie adottive e la comunità locale più ampia.

This article focuses on the problem of Mathematics and English Integrated Learning (MLIL) by future Mathematics teachers. Our literature review on the problem shows a variety of aspects that scientists consider when studying the MLIL model. However, previous researches did not consider the problem of appropriate learning materials (LM) for MLIL in detail. The paper shows the results of two conducted surveys of students majoring in Mathematics and Secondary Education (Mathematics) in Ukraine (82 and 32 participants, respectively). They helped us to make a conclusion about: the importance of the integrated learning for both mathematical and language students’ competence; the importance of syllabus elements reflecting both the mathematical and linguistic components of the goals, objectives, and the expected learning outcomes; the necessity of the MLIL content to be consistent with the current needs of students; the necessity of using different means of scaffolding, in particular the opportunities of ICT., Este artigo enfoca o problema da Aprendizagem Integrada de Matemática e Inglês (MLIL) por futuros professores de Matemática. Nossa revisão de literatura sobre o problema mostra uma variedade de aspectos que os cientistas consideram ao estudar o modelo MLIL. No entanto, pesquisas anteriores não consideraram em detalhes o problema de materiais de aprendizagem apropriados (LM) para MLIL. O artigo mostra os resultados de duas pesquisas realizadas com estudantes de Matemática e Ensino Secundário (Matemática) na Ucrânia (82 e 32 participantes, respectivamente). Eles nos ajudaram a tirar uma conclusão sobre: ​​a importância da aprendizagem integrada para a competência matemática e de idiomas dos alunos; a importância dos elementos do programa que refletem os componentes matemáticos e linguísticos das metas, objetivos e resultados de aprendizagem esperados; a necessidade do conteúdo de MLIL ser consistente com as necessidades atuais dos alunos; a necessidade de usar diferentes meios de andaimes, em particular as oportunidades das TIC, Este artículo se centra en el problema del Aprendizaje Integrado de Matemáticas e Inglés (AIML) por parte de los futuros profesores de matemáticas. Nuestra revisión de la literatura sobre el problema muestra una variedad de aspectos que los científicos consideran al estudiar el modelo MLIL. Sin embargo, las investigaciones anteriores no consideraron en detalle el problema de los materiales de aprendizaje (LM) apropiados para el MLIL. El artículo muestra los resultados de dos encuestas realizadas a estudiantes de la especialidad de Matemáticas y de Educación Secundaria (Matemáticas) en Ucrania (82 y 32 participantes, respectivamente). Nos ayudaron a llegar a una conclusión sobre: la importancia del aprendizaje integrado para la competencia de los estudiantes tanto en matemáticas como en lengua; la importancia de los elementos del programa de estudios que reflejan los componentes matemáticos y lingüísticos de las metas, los objetivos y los resultados de aprendizaje esperados; la necesidad de que el contenido del AILM sea coherente con las necesidades actuales de los estudiantes; la necesidad de utilizar diferentes medios de andamiaje, en particular las oportunidades de las TIC.

This article collects the main milestones in the evolution of the response to diversity in the Spanish Educational System. For this, the 8 state educational laws have been reviewed, from the Moyano Law (1857) to the current LOMLOE (2020), as well as declarations and other internationally recognized documents, deepening the applied approach and highlighting their impact on the educational response to diversity. The results suggest that this legislative succession has led to an educational paradigm shift, thus being able to situate the current debate around the inclusive education. Finally, and focusing on this paradigm shift, an approach to the current state of research around the object is presented, as well as an analysis of the concepts "barriers to learning and participation" and "educational support" as key elements in the response to the students' diversity., Este artí­culo recoge los principales hitos en la evolución de la respuesta a la diversidad en el Sistema Educativo del Estado español. Para ello se han revisado las 8 leyes educativas estatales, desde la Ley Moyano (1857) hasta la vigente LOMLOE (2020), así­ como declaraciones y otros documentos de reconocimiento internacional, profundizando en el enfoque aplicado y subrayando su impacto en la respuesta educativa a la diversidad. Los resultados sugieren que dicha sucesión legislativa ha dado lugar a un cambio de paradigma educativo, pudiendo así­ situar el debate actual en torno a la educación inclusiva. Finalmente, y centrándonos en el cambio de paradigma, se presenta una aproximación al estado actual de la investigación en torno al objeto de estudio, y un análisis de los conceptos "barreras al aprendizaje y la participación" y "apoyo educativo" como elementos clave en la respuesta a la diversidad del alumnado.

This text proposes a reflection on the impact of the pandemic triggered by the coronavirus in students’ learning process, mainly in the public school system. The starting point is the analysis of data collected from the work carried out with students assisted by the Project called Believe, developed in a municipal school in Rondonópolis, Mato Grosso, before 2020. With the suspension of classroom lessons, students were abruptly removed from schools and began to depend on the infrastructure available in their homes. It is a fact that, the poorer the family, the more precarious the student's participation in emergency remote education has been. Furthermore, many parents and/or guardians do not have enough formal schooling or preparation to help students carry out the activities sent teachers. Thus, we seek to analyze the impacts of the pandemic and consider alternatives that provide learning opportunities for students in a vulnerable situation., Este texto propone una reflexión sobre el impacto de la pandemia desencadenada por el coronavirus en el aprendizaje de estudiantes, principalmente de la red pública de enseño. Se toma como punto de partida el análisis de datos recolectados a partir del trabajo realizado con alumnos atendidos en el Proyecto Acreditar, desarrollado en una escuela de la red municipal de Rondonópolis, Mato Grosso, antes de 2020. Con la suspensión de las clases presenciales, los estudiantes fueron abruptamente apartados de las escuelas y pasaron a depender de la infraestructura disponible en sus hogares. Es un hecho que, mientras más pobre la familia es, más precaria ha sido la participación del alumno en la enseñanza remoto de emergencia. Sumada esto, la realidad de que muchos padres y/o responsables no tienen escolaridad ni preparación suficientes para ayudar a los estudiantes en la realización de las actividades enviadas. Así, se busca analizar impactos de la pandemia y reflexionar sobre alternativas que den oportunidad al aprendizaje de alumnos en situación de vulnerabilidad., Este texto propõe uma reflexão sobre o impacto da pandemia desencadeada pelo coronavírus na aprendizagem de estudantes, principalmente da rede pública de ensino. Toma-se como ponto de partida a análise de dados coletados a partir do trabalho realizado com alunos atendidos no Projeto Acreditar, desenvolvido em uma escola da rede municipal de Rondonópolis, Mato Grosso, antes de 2020. Com a suspensão das aulas presenciais, os estudantes foram abruptamente afastados das escolas e passaram a depender da infraestrutura disponível em seus lares. É fato que, quanto mais pobre a família, mais precária tem sido a participação do aluno no ensino remoto emergencial. Some-se a isso o fato de que muitos pais e/ou responsáveis não têm escolaridade nem preparo suficientes para ajudar os estudantes na realização das atividades enviadas. Assim, busca-se analisar impactos da pandemia e ponderar sobre alternativas que oportunizem a aprendizagem de alunos em situação de vulnerabilidade.

Objective. The main goal of this study was to determinate the relationship between the use of Remind app as a support tool and the academic performance in teaching a research course to medical students in 2020. Methods. Correlational and cross-sectional research with medical students from a private university from the basic research course. This was applied to a non-probabilistic sample made of 96 participants. A 3 dimensioned and 24 questions questionnaire was used in the Likert scale, and contains (0.94) reability. Descriptive statistics and bivariate analysis were used. Results. The average age was 23.2 ± 5.9 years old, 68.8% were female. 96.9% used the app for the first time and 72.9% considered Remind as a safe app. Academic dimension: 85% agreed with the app as it allows to send reminders of the upcoming classes. Learning dimension: 79% learned to manage their time in a better way and 77% considered it a valuable form of learning. Personal dimension: 71% agreed in using it and 69% recommends using it in other courses. 85.4% are the favorable percentile. The students that used the app, had better grades. Conclusion. The app is favorably accepted; it facilitates the learning process and is positive to students’ grades, Objetivo. El estudio tuvo como objetivo determinar la relación entre la utilización del aplicativo Remind como herramienta de apoyo a la enseñanza y el rendimiento académico en un curso de investigación en estudiantes de medicina en 2020. Métodos. Investigación correlacional de corte transversal. Participaron estudiantes de medicina del curso de investigación básica de una universidad privada. Se aplicó a una muestra no probabilística de 96 estudiantes y se utilizó un cuestionario de tres dimensiones y 24 preguntas mediante una escala de Likert, con una confiabilidad de 0,94. Se emplearon estadísticos descriptivos y análisis bivariado. Resultados. La edad promedio fue de 23,2 ± 5,9 años, 68,8% fueron mujeres. 96,9% utilizó el aplicativo por primera vez y 72,9% lo considera seguro. Dimensión académica: 85% estuvo de acuerdo con la herramienta, porque permite enviar mensajes recordatorios de próximas clases. Dimensión aprendizaje: 79% aprendió a gestionar mejor sus tiempos y 77% lo considera una forma valiosa de aprendizaje. Dimensión personal: 71% estuvo de acuerdo con su uso y 69% lo recomienda en otros cursos. 85,4% fueron del percentil favorable. Los estudiantes que usaron la herramienta presentaron mejores calificaciones. Conclusión. La aplicación tuvo aceptación favorable, facilitó el aprendizaje y fue positiva en las calificaciones.

En aquest Treball Final de Màster, primerament es fa una revisió de l'estat de l'art sobre el Trastorn de l'Espectre Autista (TEA), d'on prové el nom, les fonts de diagnòstic oficials i les característiques que presenten les persones afectades amb aquest trastorn, però preservades pel que fa a les capacitats cognitives. Posteriorment, es fa una revisió de treballs que tracten sobre com viuen els adolescents amb TEA aquesta etapa de canvis, tenint en compte les alteracions en l'àmbit de la comunicació i interacció social que defineixen el trastorn, així com la necessitat de relació social i emocional amb iguals, característica d'aquesta etapa evolutiva. Entenent la forma de viure i les particularitats que acompanyen el trastorn, s'identificaran les implicacions que tenen aquestes característiques per al procés d'aprenentatge que s'efectua durant l'adolescència en les escoles ordinàries de Secundària, Batxillerat i de Formació Professional (FP). S'investigaran les perspectives educatives i laborals d'aquests alumnes i quin és l'estat actual dins l'FP, referent a la resposta educativa que s'aporta a la inclusió d'aquest alumnat. Així mateix, s'aportaran idees sobre com es pot millorar el seu acompanyament en els Cicles Formatius de l'FP, per tal que les dificultats socials, emocionals i d'hipersensibilitats no suposin un impediment per a les persones que es troben dins l'espectre autista a completar uns estudis postobligatoris superiors i introduir-se al món laboral.

Introduction: The first will give an account of the perceptions about initial education and its relationship with the family and school environments and how they affect school performance in childhood. The second chapter refers to the studies related to the responsibilities and obligations of the family and the school in the educational accompaniment of children and finally a section is developed that investigates the educational accompaniment strategies in the family and school context. Objective: To carry out a bibliographic review on the strategies of educational and family support and their impact on the formative process in childhood. Methodology: The privileged approach is qualitative based on a document review strategy. An analytical study of research articles is presented, which shows the degree of deepening that the subject has had in recent times. Result: Lack of support strategies in the family environment that are successful and favor the educational process of children. Conclusion: Government institutions continue to focus on family and school ties, but reality shows a gap between them that indirectly affects the educational process in childhood., Resumo Introdução: O acompanhamento educativo a nível escolar e familiar é o tema que pretendemos explorar em profundidade através da revisão documental das principais categorias deste estudo. O tema surge da necessidade observada nos centros educativos relativamente às estratégias utilizadas para acompanhar as curianas e à forma como as famílias são assertivamente envolvidas nos mesmos processos para benefício da formação académica dos seus filhos. O Objectivo deste artigo é realizar uma revisão bibliográfica das estratégias educativas e de acompanhamento familiar e do seu impacto no processo formativo na infância. Materiais e métodos: O enfoque é qualitativo, com base numa estratégia de revisão documental, é apresentado um estudo analítico de artigos de investigação, o que permite demonstrar o grau de estudo aprofundado do tema nos últimos tempos. Os resultados indicam uma falta de estratégias de apoio bem sucedidas no ambiente familiar que favorecem o processo educativo das crianças. Conclusões que as instituições governamentais continuam a concentrar-se na ligação entre a família e a escola, mas a realidade mostra um fosso entre elas que afecta indirectamente o processo educativo na infância., Resumen Introducción: El primer capítulo dará cuenta de las percepciones sobre educación inicial y su relación con los ámbitos familiar y escolar y cómo inciden en el desempeño escolar en la infancia. El segundo capítulo referencia los estudios relacionados con las responsabilidades y obligaciones de la familia y la escuela en el acompañamiento educativo de los niños y finalmente se desarrolla un apartado que indaga las estrategias de acompañamiento educativo en el contexto familiar y escolar. Objetivo: Realizar una revisión bibliográfica sobre las estrategias de acompañamiento educativo y familiar y su incidencia en el proceso formativo en la infancia. Materiales y Métodos: El enfoque privilegiado, es cualitativo a partir de una estrategia de revisión documental. Se presenta un estudio analítico de artículos de investigación, lo cual permite evidenciar el grado de profundización que ha tenido el tema en los últimos tiempos. Resultado: Carencia de estrategias de acompañamiento en el entorno familiar que sean exitosas y favorezcan el proceso educativo de los niños. Conclusión: Las instituciones gubernamentales continúan apostándole a la vinculación familia y escuela, pero la realidad muestra una brecha entre ellas que afecta de manera indirecta el proceso educativo en la infancia.

The presented text reflects on the actions, understanding and use of terms related in particular to psychological and pedagogical support and pedagogical therapy and the role of specialists in educational institutions and inclusive teams of students. The considerations refer to the literature of both new and older one in order to compare the different conceptual and implementation of the assistance given to students with the respect to their needs. In conclusion, there have been presented a comparison of the support provided in chosen countries to the students with different developmental potentials, including disabilities, in inclusive education. It was meant in order to draw attention to specific solutions and the terminology used when psychological and pedagogical support is provided for pupils/students within the inclusive school., The presented text reflects on the actions, understanding and use of terms related in particular to psychological and pedagogical support and pedagogical therapy and the role of specialists in educational institutions and inclusive teams of students. The considerations refer to the literature of both new and older one in order to compare the different conceptual and implementation of the assistance given to students with the respect to their needs. In conclusion, there have been presented a comparison of the support provided in chosen countries to the students with different developmental potentials, including disabilities, in inclusive education. It was meant in order to draw attention to specific solutions and the terminology used when psychological and pedagogical support is provided for pupils/students within the inclusive school.

Education environments are increasingly becoming digitized, however in some circumstances handwriting input still is an important part of the learning process. In this paper, we propose and implement an educational support system using pen stroke data analysis. Junior high school teachers can perform data analysis themselves with the system. Pen stroke data is collected using a handwritten memo feature in the BookRoll digital learning material reader. Pen stroke data that is collected by the system includes: time, color, x-coordinate and ycoordinate. The system has functions for automatic group formation by using clustering based on the analysis of characteristics oflearner pen strokes that are collected from the whole class. It is anticipated that the group formation function can support teachers in quickly creating learning groups in a timely manner based on automated data analysis.

The current study, based on a survey of 1799 parents, explored parental perspectives of school absence in relation to approved grades, challenges, demands and obstacles in education for children with autism spectrum disorder. The results revealed a relatively high rate of school absenteeism for reasons other than illness. Girls had higher rates of absenteeism than boys for short durations of absence. Absenteeism was primarily caused by a lack of teacher competence regarding autism and inadequate adaptation of teaching. There were no significant differences between genders in approved grades, but the rate of failure to achieve approved grades was approximately 50%. The most common form of educational support was support from special needs teachers and adapted pedagogy.

The current study, based on a survey of 1799 parents, explored parental perspectives of school absence in relation to approved grades, challenges, demands and obstacles in education for children with autism spectrum disorder. The results revealed a relatively high rate of school absenteeism for reasons other than illness. Girls had higher rates of absenteeism than boys for short durations of absence. Absenteeism was primarily caused by a lack of teacher competence regarding autism and inadequate adaptation of teaching. There were no significant differences between genders in approved grades, but the rate of failure to achieve approved grades was approximately 50%. The most common form of educational support was support from special needs teachers and adapted pedagogy.

Background: Maltreated children are at risk of poor educational outcomes, but also experience greater individual, family, and neighbourhood adversities that may obscure an understanding of relationships between child protection involvement and educational attainment. Objective: To examine associations between child protection involvement and 3rd- and 5th-grade reading and numeracy attainment, while controlling multiple other adversities. Participants and Setting: Participants were 56,860 Australian children and their parents from the New South Wales Child Development Study with linked multi-agency records. Methods: Multinomial logistic regressions examined associations between level of child protection involvement (Out-Of-Home Care [OOHC] placement; substantiated Risk Of Significant Harm [ROSH]; unsubstantiated ROSH; non-ROSH; and no child protection report) and standardised tests of 3rd- and 5th-grade reading and numeracy. Fully adjusted models controlled demographic, pregnancy, birth, and parental factors, and early (kindergarten) developmental vulnerabilities on literacy and numeracy, and other developmental domains (social, emotional, physical, communication). Results: All children with child protection reports were more likely to attain below average, and less likely to attain above average, 3rd- and 5th-grade reading and numeracy, including children with reports below the ROSH threshold. Children with substantiated ROSH reports who were not removed into care demonstrated the worst educational attainment, with some evidence of protective effects for children in OOHC. Conclusions: A cross-agency response to supporting educational attainment for all children reported to child protection services is required, including targeted services for children in OOHC or with substantiated ROSH reports, and referral of vulnerable families (unsubstantiated and non-ROSH cases) to secondary service organisations (intermediate intervention). Funding sources

En esta investigación se describen los resultados del proceso de formación docente de primaria en Panamá, detallando cómo los profesores van formándose en el paradigma propuesto, cómo van modificando sus creencias, estrategias de enseñanza (Lebrija, 2002) y formas de evaluar a sus alumnos. El objetivo general del estudio fue desarrollar y evaluar un programa de enseñanza y aprendizaje de la Matemática, basado en la modificación de creencias negativas de los alumnos hacia el aprendizaje matemático, un modelo de aplicación de estrategias de solución de problemas cotidianos estructurado sobre el currículo del Ministerio de Educación (MEDUCA) de Panamá y un programa de formación docente con acompañamiento. Se trató de una investigación acción con evaluación antes y después de la intervención, “Enseñanza para el aprendizaje matemático mediante modificación de creencias y la resolución de problemas: programa de formación continua para maestros en áreas indígenas”. Está fundamentada en el paradigma constructivista, que implica "aprender a aprender" y "aprender haciendo", bajo la mediación del maestro quien debe potenciar los espacios para que los estudiantes desarrollen una actitud competente, crítica y defiendan sus puntos de vista. Se sustentó mediante la enseñanza centrada en el alumno y la solución de problemas situados; fue una investigación de tipo descriptiva, explicativa, que revelo cómo se va desarrollando el proceso educativo, logrando una mejora del 87.5% en los estudiantes con respecto a la matemática.

En esta investigación se describen los resultados del proceso de formación docente de primaria en Panamá, detallando cómo los profesores van formándose en el paradigma propuesto, cómo van modificando sus creencias, estrategias de enseñanza (Lebrija, 2002) y formas de evaluar a sus alumnos. El objetivo general del estudio fue desarrollar y evaluar un programa de enseñanza y aprendizaje de la Matemática, basado en la modificación de creencias negativas de los alumnos hacia el aprendizaje matemático, un modelo de aplicación de estrategias de solución de problemas cotidianos estructurado sobre el currículo del Ministerio de Educación (MEDUCA) de Panamá y un programa de formación docente con acompañamiento. Se trató de una investigación acción con evaluación antes y después de la intervención, “Enseñanza para el aprendizaje matemático mediante modificación de creencias y la resolución de problemas: programa de formación continua para maestros en áreas indígenas”. Está fundamentada en el paradigma constructivista, que implica "aprender a aprender" y "aprender haciendo", bajo la mediación del maestro quien debe potenciar los espacios para que los estudiantes desarrollen una actitud competente, crítica y defiendan sus puntos de vista. Se sustentó mediante la enseñanza centrada en el alumno y la solución de problemas situados; fue una investigación de tipo descriptiva, explicativa, que revelo cómo se va desarrollando el proceso educativo, logrando una mejora del 87.5% en los estudiantes con respecto a la matemática.

BackgroundIn Denmark, general practitioners (GPs) have the main responsibility for chronic obstructive pulmonary disease (COPD) management. Internationally, COPD appears to be significantly under-treated, which could be explained by 'therapeutic nihilism' or lack of knowledge.AimTo investigate: (1) To what extent COPD management provided by GPs includes the core elements of pharmacological treatment, smoking cessation and physical activity, and (2) To what extent GPs need educational support and consulting with a specialist in pulmonary medicine.DesignA national cross-sectional web-based survey conducted in April-June 2019. The survey included items on COPD management and educational support needs.SettingDanish general practice.SubjectsA population of approximately 3400 GPs (all GPs in Denmark).ResultsWe received response from 470 GPs (14% response rate). Overall, the respondents reported that they offered COPD management including all relevant treatment elements. Smoking cessation was supported in 58% and physical activity was supported in 23% of the respondents. Future consultations on smoking cessation were planned by 35% and physical activity by 15% respondents. GPs responded to 'needing educational support in COPD management' to a 'high degree' in 8% and to 'some degree' in 43%.ConclusionThe survey suggested that COPD maintenance support provided by GPs seemed to be inadequate regarding smoking cessation and physical activity. Moreover, some GPs expressed a need for educational support in COPD management. More research is needed to understand the potential barriers to evidence-based delivery of COPD-management.

BackgroundIn Denmark, general practitioners (GPs) have the main responsibility for chronic obstructive pulmonary disease (COPD) management. Internationally, COPD appears to be significantly under-treated, which could be explained by 'therapeutic nihilism' or lack of knowledge.AimTo investigate: (1) To what extent COPD management provided by GPs includes the core elements of pharmacological treatment, smoking cessation and physical activity, and (2) To what extent GPs need educational support and consulting with a specialist in pulmonary medicine.DesignA national cross-sectional web-based survey conducted in April-June 2019. The survey included items on COPD management and educational support needs.SettingDanish general practice.SubjectsA population of approximately 3400 GPs (all GPs in Denmark).ResultsWe received response from 470 GPs (14% response rate). Overall, the respondents reported that they offered COPD management including all relevant treatment elements. Smoking cessation was supported in 58% and physical activity was supported in 23% of the respondents. Future consultations on smoking cessation were planned by 35% and physical activity by 15% respondents. GPs responded to 'needing educational support in COPD management' to a 'high degree' in 8% and to 'some degree' in 43%.ConclusionThe survey suggested that COPD maintenance support provided by GPs seemed to be inadequate regarding smoking cessation and physical activity. Moreover, some GPs expressed a need for educational support in COPD management. More research is needed to understand the potential barriers to evidence-based delivery of COPD-management.

Rad se bavi analizom trenutnog stanja u oblasti inkluzivnog obrazovanja na tercijarnom nivou, preciznije, pregledom, tumačenjem i preporukama za dalje unapređenje i poboljšanje mera podrške, i posledično, akademske efikasnosti i uspešnosti studenata sa invaliditetom. U radu su prikazani rezultati analize upitnika Univerzitetskog centra za studente sa hendikepom o potrebi za dodatnom podrškom tokom akademske 2018/2019. godine. Upitnik je popunilo ukupno 38 studenata sa invaliditetom Univerziteta u Beogradu, na različitim nivoima studija, u periodu od septembra do novembra 2018. godine. Upitnik su popunjavali studenti sa različitim vrstama invaliditeta, od motoričkih, preko funkcionalno ograničavajućih hroničnih oboljenja do studenata sa psihičkim poteškoćama i teškoćama u komunikaciji, kako bi se imao što širi pregled različitih potreba. Upitnik se sastoji od 27 pitanja koja, pored opštih podataka o trenutnom studentskom statusu, stepenu studija i postignućima, spadaju i u specifični domen inkluzivnog obrazovanja, odnosno obuhvataju analizu postojećih potreba određenog studenta za dodatnim merama podrške pri studiranju i njenim formatom. Većina ispitanika kao primer potrebe za podrškom ističe trenutnu finansijsku podršku, u vidu oslobađanja od plaćanja školarine. Prisutna je specifična korelacija između tipa teškoća i potrebne podrške, pa nekolicina ispitanika sa motoričkim teškoćama izražava i potrebu da se okruženje adaptira u skladu sa principima pristupačnosti, kao i potrebu za podrškom pri učenju i organizovanom vršnjačkom asistencijom. Ispitanicima sa teškoćama u komunikaciji i psihičkim teškoćama ad hoc modifikacije formata nastave i ispita pomažu pri ispunjavanju pojedinih akademskih obaveza, dok ispitanici sa senzornim teškoćama ističu potrebu da se radi na senzibilnosti nastavnog osoblja i nedostatku asistivnih tehnologija. Na osnovu preliminarne analize odgovora zaključujemo da se postojeća podrška sastoji od rešavanja prepreka na bazi trenutne potrebe, a, The paper examines the current situation in the field of inclusive education at the tertiary level by reviewing and interpreting existing support systems and offering wideranging recommendations for further development of support measures and consequential improvement of educational outcomes for students with disabilities. The paper is based on an in-depth analysis of the annual questionnaire (academic year 2018/2019) carried out at the University Center for Students with Disabilities (University of Belgrade). The purpose of this questionnaire is the assessment of individual and general needs of students with disabilities for additional support. The questionnaire was filled in by a total of 38 students with disabilities at the University of Belgrade, at different degree levels, in the time frame September - November 2018. In order to gain a broader perspective, the questionnaire was filled in by students with different types of disabilities, ranging from physical disability, chronic conditions which limit the scope of everyday functionality, speech difficulties, to students with mental health conditions and students with autism spectrum disorders. The questionnaire consists of 27 questions which, beside general information regarding current student status, degree of studies and achievements, also deal with the specifics of inclusive education by determining types of support students find most effective and necessary. The majority of respondents emphasize financial support as an example of needed support, in the form of tuition fees waiver. There is also a specific correlation between the type of difficulties and the necessary support, so several respondents with mobility impairments express the need to adapt the environment in accordance with the principles of accessibility, as well as the need for support in learning and organized peer assistance. Ad hoc modifications of teaching and exam formats help questionnaire respondents with psychological and communication d

Families with a deaf or hard of hearing child are different from other families in many respects. In these families, seeking support is the most used strategy for overcoming stressful situations.Due to hearing impairments and a changed way of communicating with the environment, deaf and hard of hearing children of preschool age develop under more unfavorable conditions than normal hearing children. A large number of deaf and hard of hearing children of preschool age have specific problems in the fields of communication and interaction. Appropriate and efficient early communication, no matter in what language (sign language or spoken language), together with the acceptance of the child and its impairment, are the basis for successful development of the child’s personality. A large number of studies, indicate that families of deaf and hard of hearing children are in need of various forms of social support: psychological, financial, informational, spiritual and educational support. The support of the community – of the health, education and social protection systems is necessary to the parents. The family needs to be educated on hearing impairment, its consequences, amplification models, different ways of communicating with, upbringing and educating deaf and hard of hearing children. Providing adequate educational support to the families of deaf and hard of hearing preschool children is very important. It is necessary to organize various support programs, to improve communication within the family as well as the cooperation of families and experts of various specialties involved in the rehabilitation and education of deaf and hard of hearing preschool children., Porodice sa gluvim i nagluvim detetom se u mnogim aspektima razlikuju od drugih porodica. U ovim porodicama traženje podrške je najviše korišćena strategija prevladavanja stresnih situacija. Zbog oštećenja sluha i izmenjenog načina komuniciranja sa okolinom, gluva i na- gluva deca razvijaju se pod nepovoljnijim uslovima nego deca koja čuju. Veliki broj gluve i nagluve dece predškolskog uzrasta ima specifične probleme na planu komunikacije i interakcije. Primerena i efikasna rana komunikacija bez obzira na kom se jeziku odvija (znakovnom ili govornom), zajedno sa prihvatanjem dete- ta i njegovog oštećenja osnova su uspešnog razvoja ličnosti deteta. Veći broj istraživanja, ukazuje da su porodici gluve i nagluve dece, potrebni različiti oblici socijalne podrške: psihološka, finansijska, informacijska, duhovna i edukativna podrška. Roditeljima je neophodna podrška društvene zajednice; zdravstvenog, obrazovnog i sistema socijalne zaštite. Porodicu je po- trebno edukovati o oštećenju sluha, posledicama, modelima amplifikacije, raz- ličitim načinima komunikacije, vaspitanju i obrazovanju gluve i nagluve dece. Veoma je važna adekvatna edukativna podrška porodici gluve i nagluve dece predškolskog uzrasta.Neohodno je organizovati različite programe podrške, poboljšati komunikaciju u okviru porodice, kao i saradnju porodice i stručnjaka raznih specijalnosti koji učestvuju u rehabilitaciji i edukaciji gluve i naglu- ve dece predškolskog uzrasta.

Rad se bavi analizom trenutnog stanja u oblasti inkluzivnog obrazovanja na tercijarnom nivou, preciznije, pregledom, tumačenjem i preporukama za dalje unapređenje i poboljšanje mera podrške, i posledično, akademske efikasnosti i uspešnosti studenata sa invaliditetom. U radu su prikazani rezultati analize upitnika Univerzitetskog centra za studente sa hendikepom o potrebi za dodatnom podrškom tokom akademske 2018/2019. godine. Upitnik je popunilo ukupno 38 studenata sa invaliditetom Univerziteta u Beogradu, na različitim nivoima studija, u periodu od septembra do novembra 2018. godine. Upitnik su popunjavali studenti sa različitim vrstama invaliditeta, od motoričkih, preko funkcionalno ograničavajućih hroničnih oboljenja do studenata sa psihičkim poteškoćama i teškoćama u komunikaciji, kako bi se imao što širi pregled različitih potreba. Upitnik se sastoji od 27 pitanja koja, pored opštih podataka o trenutnom studentskom statusu, stepenu studija i postignućima, spadaju i u specifični domen inkluzivnog obrazovanja, odnosno obuhvataju analizu postojećih potreba određenog studenta za dodatnim merama podrške pri studiranju i njenim formatom. Većina ispitanika kao primer potrebe za podrškom ističe trenutnu finansijsku podršku, u vidu oslobađanja od plaćanja školarine. Prisutna je specifična korelacija između tipa teškoća i potrebne podrške, pa nekolicina ispitanika sa motoričkim teškoćama izražava i potrebu da se okruženje adaptira u skladu sa principima pristupačnosti, kao i potrebu za podrškom pri učenju i organizovanom vršnjačkom asistencijom. Ispitanicima sa teškoćama u komunikaciji i psihičkim teškoćama ad hoc modifikacije formata nastave i ispita pomažu pri ispunjavanju pojedinih akademskih obaveza, dok ispitanici sa senzornim teškoćama ističu potrebu da se radi na senzibilnosti nastavnog osoblja i nedostatku asistivnih tehnologija. Na osnovu preliminarne analize odgovora zaključujemo da se postojeća podrška sastoji od rešavanja prepreka na bazi trenutne potrebe, a, The paper examines the current situation in the field of inclusive education at the tertiary level by reviewing and interpreting existing support systems and offering wideranging recommendations for further development of support measures and consequential improvement of educational outcomes for students with disabilities. The paper is based on an in-depth analysis of the annual questionnaire (academic year 2018/2019) carried out at the University Center for Students with Disabilities (University of Belgrade). The purpose of this questionnaire is the assessment of individual and general needs of students with disabilities for additional support. The questionnaire was filled in by a total of 38 students with disabilities at the University of Belgrade, at different degree levels, in the time frame September - November 2018. In order to gain a broader perspective, the questionnaire was filled in by students with different types of disabilities, ranging from physical disability, chronic conditions which limit the scope of everyday functionality, speech difficulties, to students with mental health conditions and students with autism spectrum disorders. The questionnaire consists of 27 questions which, beside general information regarding current student status, degree of studies and achievements, also deal with the specifics of inclusive education by determining types of support students find most effective and necessary. The majority of respondents emphasize financial support as an example of needed support, in the form of tuition fees waiver. There is also a specific correlation between the type of difficulties and the necessary support, so several respondents with mobility impairments express the need to adapt the environment in accordance with the principles of accessibility, as well as the need for support in learning and organized peer assistance. Ad hoc modifications of teaching and exam formats help questionnaire respondents with psychological and communication d

Families with a deaf or hard of hearing child are different from other families in many respects. In these families, seeking support is the most used strategy for overcoming stressful situations.Due to hearing impairments and a changed way of communicating with the environment, deaf and hard of hearing children of preschool age develop under more unfavorable conditions than normal hearing children. A large number of deaf and hard of hearing children of preschool age have specific problems in the fields of communication and interaction. Appropriate and efficient early communication, no matter in what language (sign language or spoken language), together with the acceptance of the child and its impairment, are the basis for successful development of the child’s personality. A large number of studies, indicate that families of deaf and hard of hearing children are in need of various forms of social support: psychological, financial, informational, spiritual and educational support. The support of the community – of the health, education and social protection systems is necessary to the parents. The family needs to be educated on hearing impairment, its consequences, amplification models, different ways of communicating with, upbringing and educating deaf and hard of hearing children. Providing adequate educational support to the families of deaf and hard of hearing preschool children is very important. It is necessary to organize various support programs, to improve communication within the family as well as the cooperation of families and experts of various specialties involved in the rehabilitation and education of deaf and hard of hearing preschool children., Porodice sa gluvim i nagluvim detetom se u mnogim aspektima razlikuju od drugih porodica. U ovim porodicama traženje podrške je najviše korišćena strategija prevladavanja stresnih situacija. Zbog oštećenja sluha i izmenjenog načina komuniciranja sa okolinom, gluva i na- gluva deca razvijaju se pod nepovoljnijim uslovima nego deca koja čuju. Veliki broj gluve i nagluve dece predškolskog uzrasta ima specifične probleme na planu komunikacije i interakcije. Primerena i efikasna rana komunikacija bez obzira na kom se jeziku odvija (znakovnom ili govornom), zajedno sa prihvatanjem dete- ta i njegovog oštećenja osnova su uspešnog razvoja ličnosti deteta. Veći broj istraživanja, ukazuje da su porodici gluve i nagluve dece, potrebni različiti oblici socijalne podrške: psihološka, finansijska, informacijska, duhovna i edukativna podrška. Roditeljima je neophodna podrška društvene zajednice; zdravstvenog, obrazovnog i sistema socijalne zaštite. Porodicu je po- trebno edukovati o oštećenju sluha, posledicama, modelima amplifikacije, raz- ličitim načinima komunikacije, vaspitanju i obrazovanju gluve i nagluve dece. Veoma je važna adekvatna edukativna podrška porodici gluve i nagluve dece predškolskog uzrasta.Neohodno je organizovati različite programe podrške, poboljšati komunikaciju u okviru porodice, kao i saradnju porodice i stručnjaka raznih specijalnosti koji učestvuju u rehabilitaciji i edukaciji gluve i naglu- ve dece predškolskog uzrasta.

The presence of media resources in education is becoming more and more essential in conventional classrooms; These resources should be well explored by teachers. Among the existing media resources, mobile devices are the most used by students, since the most current models are true computers in small size. Another factor that increased the number of handsets, was its cost reduction and the appearance of Internet plans with more popular prices. But in any case, the use of cell phones has always been prohibited in classrooms, either through state or municipal laws or by the bylaws of some institutions. Nowadays, these devices are no longer seen as just an equipment for fun and entertainment and it is part of the list of resources that can be used for educational support, because when used well, they aid in the learning process. For these resources to be well used, the educational institution must invest in infrastructure, create more efficient wireless networks and provide training to the teachers who will be the main mediators to the students. his article aims to explore the use of smartphones in the classroom and analyze some solutions (apps) for the educational area. In this context, the work will not address the operation of the devices, focusing on the ease of use for educational support between students and teachers. For the accomplishment of this work a bibliography research was used and its tabulation as methodological subsidy., A presença de recursos midiáticos na educação está a cada dia se tornando mais imprescindível nas salas de aula convencionais; estes recursos devem ser bem explorados pelos professores. Dentre os recursos midiáticos existentes os smartphones são os mais utilizados pelos alunos, pois os modelos mais atuais são verdadeiros computadores em tamanho reduzido. Outro fator que aumentou a quantidade de smartphones, foi sua redução de custo e o aparecimento de planos de Internet com preços mais populares. Mas de qualquer forma a utilização de smartphones sempre foi proibida nas salas de aula, seja por meios de leis estaduais ou municipais ou pelo regimento interno de algumas instituições. Atualmente, estes aparelhos deixaram de ser visto apenas como um equipamento para diversão e entretenimento e passou a fazer parte do rol dos recursos que podem ser utilizados para o apoio educacional, pois quando bem utilizados, auxiliam no processo de aprendizagem. Para que estes recursos possam ser bem utilizados, a instituição de ensino deve investir em infraestrutura, criando redes sem fio mais eficientes e fornecer treinamento aos professores que serão os principais mediadores junto aos alunos. Este artigo possui como objetivo explorar a utilização dos smartphones em sala de aula e analisar algumas soluções (apps) existentes para a área educacional. Nesse contexto, o trabalho não abordará o funcionamento dos aparelhos, possuindo como foco as facilidades de sua utilização para o apoio educacional entre alunos e professores. Para a realização deste trabalho foi utilizada uma pesquisa bibliografia e sua tabulação como subsidio metodológico.

The presence of media resources in education is becoming more and more essential in conventional classrooms; These resources should be well explored by teachers. Among the existing media resources, mobile devices are the most used by students, since the most current models are true computers in small size. Another factor that increased the number of handsets, was its cost reduction and the appearance of Internet plans with more popular prices. But in any case, the use of cell phones has always been prohibited in classrooms, either through state or municipal laws or by the bylaws of some institutions. Nowadays, these devices are no longer seen as just an equipment for fun and entertainment and it is part of the list of resources that can be used for educational support, because when used well, they aid in the learning process. For these resources to be well used, the educational institution must invest in infrastructure, create more efficient wireless networks and provide training to the teachers who will be the main mediators to the students. his article aims to explore the use of smartphones in the classroom and analyze some solutions (apps) for the educational area. In this context, the work will not address the operation of the devices, focusing on the ease of use for educational support between students and teachers. For the accomplishment of this work a bibliography research was used and its tabulation as methodological subsidy., A presença de recursos midiáticos na educação está a cada dia se tornando mais imprescindível nas salas de aula convencionais; estes recursos devem ser bem explorados pelos professores. Dentre os recursos midiáticos existentes os smartphones são os mais utilizados pelos alunos, pois os modelos mais atuais são verdadeiros computadores em tamanho reduzido. Outro fator que aumentou a quantidade de smartphones, foi sua redução de custo e o aparecimento de planos de Internet com preços mais populares. Mas de qualquer forma a utilização de smartphones sempre foi proibida nas salas de aula, seja por meios de leis estaduais ou municipais ou pelo regimento interno de algumas instituições. Atualmente, estes aparelhos deixaram de ser visto apenas como um equipamento para diversão e entretenimento e passou a fazer parte do rol dos recursos que podem ser utilizados para o apoio educacional, pois quando bem utilizados, auxiliam no processo de aprendizagem. Para que estes recursos possam ser bem utilizados, a instituição de ensino deve investir em infraestrutura, criando redes sem fio mais eficientes e fornecer treinamento aos professores que serão os principais mediadores junto aos alunos. Este artigo possui como objetivo explorar a utilização dos smartphones em sala de aula e analisar algumas soluções (apps) existentes para a área educacional. Nesse contexto, o trabalho não abordará o funcionamento dos aparelhos, possuindo como foco as facilidades de sua utilização para o apoio educacional entre alunos e professores. Para a realização deste trabalho foi utilizada uma pesquisa bibliografia e sua tabulação como subsidio metodológico.

The presence of media resources in education is becoming more and more essential in conventional classrooms; These resources should be well explored by teachers. Among the existing media resources, mobile devices are the most used by students, since the most current models are true computers in small size. Another factor that increased the number of handsets, was its cost reduction and the appearance of Internet plans with more popular prices. But in any case, the use of cell phones has always been prohibited in classrooms, either through state or municipal laws or by the bylaws of some institutions. Nowadays, these devices are no longer seen as just an equipment for fun and entertainment and it is part of the list of resources that can be used for educational support, because when used well, they aid in the learning process. For these resources to be well used, the educational institution must invest in infrastructure, create more efficient wireless networks and provide training to the teachers who will be the main mediators to the students. his article aims to explore the use of smartphones in the classroom and analyze some solutions (apps) for the educational area. In this context, the work will not address the operation of the devices, focusing on the ease of use for educational support between students and teachers. For the accomplishment of this work a bibliography research was used and its tabulation as methodological subsidy., A presença de recursos midiáticos na educação está a cada dia se tornando mais imprescindível nas salas de aula convencionais; estes recursos devem ser bem explorados pelos professores. Dentre os recursos midiáticos existentes os smartphones são os mais utilizados pelos alunos, pois os modelos mais atuais são verdadeiros computadores em tamanho reduzido. Outro fator que aumentou a quantidade de smartphones, foi sua redução de custo e o aparecimento de planos de Internet com preços mais populares. Mas de qualquer forma a utilização de smartphones sempre foi proibida nas salas de aula, seja por meios de leis estaduais ou municipais ou pelo regimento interno de algumas instituições. Atualmente, estes aparelhos deixaram de ser visto apenas como um equipamento para diversão e entretenimento e passou a fazer parte do rol dos recursos que podem ser utilizados para o apoio educacional, pois quando bem utilizados, auxiliam no processo de aprendizagem. Para que estes recursos possam ser bem utilizados, a instituição de ensino deve investir em infraestrutura, criando redes sem fio mais eficientes e fornecer treinamento aos professores que serão os principais mediadores junto aos alunos. Este artigo possui como objetivo explorar a utilização dos smartphones em sala de aula e analisar algumas soluções (apps) existentes para a área educacional. Nesse contexto, o trabalho não abordará o funcionamento dos aparelhos, possuindo como foco as facilidades de sua utilização para o apoio educacional entre alunos e professores. Para a realização deste trabalho foi utilizada uma pesquisa bibliografia e sua tabulação como subsidio metodológico.

The presence of media resources in education is becoming more and more essential in conventional classrooms; These resources should be well explored by teachers. Among the existing media resources, mobile devices are the most used by students, since the most current models are true computers in small size. Another factor that increased the number of handsets, was its cost reduction and the appearance of Internet plans with more popular prices. But in any case, the use of cell phones has always been prohibited in classrooms, either through state or municipal laws or by the bylaws of some institutions. Nowadays, these devices are no longer seen as just an equipment for fun and entertainment and it is part of the list of resources that can be used for educational support, because when used well, they aid in the learning process. For these resources to be well used, the educational institution must invest in infrastructure, create more efficient wireless networks and provide training to the teachers who will be the main mediators to the students. his article aims to explore the use of smartphones in the classroom and analyze some solutions (apps) for the educational area. In this context, the work will not address the operation of the devices, focusing on the ease of use for educational support between students and teachers. For the accomplishment of this work a bibliography research was used and its tabulation as methodological subsidy., A presença de recursos midiáticos na educação está a cada dia se tornando mais imprescindível nas salas de aula convencionais; estes recursos devem ser bem explorados pelos professores. Dentre os recursos midiáticos existentes os smartphones são os mais utilizados pelos alunos, pois os modelos mais atuais são verdadeiros computadores em tamanho reduzido. Outro fator que aumentou a quantidade de smartphones, foi sua redução de custo e o aparecimento de planos de Internet com preços mais populares. Mas de qualquer forma a utilização de smartphones sempre foi proibida nas salas de aula, seja por meios de leis estaduais ou municipais ou pelo regimento interno de algumas instituições. Atualmente, estes aparelhos deixaram de ser visto apenas como um equipamento para diversão e entretenimento e passou a fazer parte do rol dos recursos que podem ser utilizados para o apoio educacional, pois quando bem utilizados, auxiliam no processo de aprendizagem. Para que estes recursos possam ser bem utilizados, a instituição de ensino deve investir em infraestrutura, criando redes sem fio mais eficientes e fornecer treinamento aos professores que serão os principais mediadores junto aos alunos. Este artigo possui como objetivo explorar a utilização dos smartphones em sala de aula e analisar algumas soluções (apps) existentes para a área educacional. Nesse contexto, o trabalho não abordará o funcionamento dos aparelhos, possuindo como foco as facilidades de sua utilização para o apoio educacional entre alunos e professores. Para a realização deste trabalho foi utilizada uma pesquisa bibliografia e sua tabulação como subsidio metodológico.

The presence of media resources in education is becoming more and more essential in conventional classrooms; These resources should be well explored by teachers. Among the existing media resources, mobile devices are the most used by students, since the most current models are true computers in small size. Another factor that increased the number of handsets, was its cost reduction and the appearance of Internet plans with more popular prices. But in any case, the use of cell phones has always been prohibited in classrooms, either through state or municipal laws or by the bylaws of some institutions. Nowadays, these devices are no longer seen as just an equipment for fun and entertainment and it is part of the list of resources that can be used for educational support, because when used well, they aid in the learning process. For these resources to be well used, the educational institution must invest in infrastructure, create more efficient wireless networks and provide training to the teachers who will be the main mediators to the students. his article aims to explore the use of smartphones in the classroom and analyze some solutions (apps) for the educational area. In this context, the work will not address the operation of the devices, focusing on the ease of use for educational support between students and teachers. For the accomplishment of this work a bibliography research was used and its tabulation as methodological subsidy., A presença de recursos midiáticos na educação está a cada dia se tornando mais imprescindível nas salas de aula convencionais; estes recursos devem ser bem explorados pelos professores. Dentre os recursos midiáticos existentes os smartphones são os mais utilizados pelos alunos, pois os modelos mais atuais são verdadeiros computadores em tamanho reduzido. Outro fator que aumentou a quantidade de smartphones, foi sua redução de custo e o aparecimento de planos de Internet com preços mais populares. Mas de qualquer forma a utilização de smartphones sempre foi proibida nas salas de aula, seja por meios de leis estaduais ou municipais ou pelo regimento interno de algumas instituições. Atualmente, estes aparelhos deixaram de ser visto apenas como um equipamento para diversão e entretenimento e passou a fazer parte do rol dos recursos que podem ser utilizados para o apoio educacional, pois quando bem utilizados, auxiliam no processo de aprendizagem. Para que estes recursos possam ser bem utilizados, a instituição de ensino deve investir em infraestrutura, criando redes sem fio mais eficientes e fornecer treinamento aos professores que serão os principais mediadores junto aos alunos. Este artigo possui como objetivo explorar a utilização dos smartphones em sala de aula e analisar algumas soluções (apps) existentes para a área educacional. Nesse contexto, o trabalho não abordará o funcionamento dos aparelhos, possuindo como foco as facilidades de sua utilização para o apoio educacional entre alunos e professores. Para a realização deste trabalho foi utilizada uma pesquisa bibliografia e sua tabulação como subsidio metodológico.

The presence of media resources in education is becoming more and more essential in conventional classrooms; These resources should be well explored by teachers. Among the existing media resources, mobile devices are the most used by students, since the most current models are true computers in small size. Another factor that increased the number of handsets, was its cost reduction and the appearance of Internet plans with more popular prices. But in any case, the use of cell phones has always been prohibited in classrooms, either through state or municipal laws or by the bylaws of some institutions. Nowadays, these devices are no longer seen as just an equipment for fun and entertainment and it is part of the list of resources that can be used for educational support, because when used well, they aid in the learning process. For these resources to be well used, the educational institution must invest in infrastructure, create more efficient wireless networks and provide training to the teachers who will be the main mediators to the students. his article aims to explore the use of smartphones in the classroom and analyze some solutions (apps) for the educational area. In this context, the work will not address the operation of the devices, focusing on the ease of use for educational support between students and teachers. For the accomplishment of this work a bibliography research was used and its tabulation as methodological subsidy., A presença de recursos midiáticos na educação está a cada dia se tornando mais imprescindível nas salas de aula convencionais; estes recursos devem ser bem explorados pelos professores. Dentre os recursos midiáticos existentes os smartphones são os mais utilizados pelos alunos, pois os modelos mais atuais são verdadeiros computadores em tamanho reduzido. Outro fator que aumentou a quantidade de smartphones, foi sua redução de custo e o aparecimento de planos de Internet com preços mais populares. Mas de qualquer forma a utilização de smartphones sempre foi proibida nas salas de aula, seja por meios de leis estaduais ou municipais ou pelo regimento interno de algumas instituições. Atualmente, estes aparelhos deixaram de ser visto apenas como um equipamento para diversão e entretenimento e passou a fazer parte do rol dos recursos que podem ser utilizados para o apoio educacional, pois quando bem utilizados, auxiliam no processo de aprendizagem. Para que estes recursos possam ser bem utilizados, a instituição de ensino deve investir em infraestrutura, criando redes sem fio mais eficientes e fornecer treinamento aos professores que serão os principais mediadores junto aos alunos. Este artigo possui como objetivo explorar a utilização dos smartphones em sala de aula e analisar algumas soluções (apps) existentes para a área educacional. Nesse contexto, o trabalho não abordará o funcionamento dos aparelhos, possuindo como foco as facilidades de sua utilização para o apoio educacional entre alunos e professores. Para a realização deste trabalho foi utilizada uma pesquisa bibliografia e sua tabulação como subsidio metodológico.

The presence of media resources in education is becoming more and more essential in conventional classrooms; These resources should be well explored by teachers. Among the existing media resources, mobile devices are the most used by students, since the most current models are true computers in small size. Another factor that increased the number of handsets, was its cost reduction and the appearance of Internet plans with more popular prices. But in any case, the use of cell phones has always been prohibited in classrooms, either through state or municipal laws or by the bylaws of some institutions. Nowadays, these devices are no longer seen as just an equipment for fun and entertainment and it is part of the list of resources that can be used for educational support, because when used well, they aid in the learning process. For these resources to be well used, the educational institution must invest in infrastructure, create more efficient wireless networks and provide training to the teachers who will be the main mediators to the students. his article aims to explore the use of smartphones in the classroom and analyze some solutions (apps) for the educational area. In this context, the work will not address the operation of the devices, focusing on the ease of use for educational support between students and teachers. For the accomplishment of this work a bibliography research was used and its tabulation as methodological subsidy., A presença de recursos midiáticos na educação está a cada dia se tornando mais imprescindível nas salas de aula convencionais; estes recursos devem ser bem explorados pelos professores. Dentre os recursos midiáticos existentes os smartphones são os mais utilizados pelos alunos, pois os modelos mais atuais são verdadeiros computadores em tamanho reduzido. Outro fator que aumentou a quantidade de smartphones, foi sua redução de custo e o aparecimento de planos de Internet com preços mais populares. Mas de qualquer forma a utilização de smartphones sempre foi proibida nas salas de aula, seja por meios de leis estaduais ou municipais ou pelo regimento interno de algumas instituições. Atualmente, estes aparelhos deixaram de ser visto apenas como um equipamento para diversão e entretenimento e passou a fazer parte do rol dos recursos que podem ser utilizados para o apoio educacional, pois quando bem utilizados, auxiliam no processo de aprendizagem. Para que estes recursos possam ser bem utilizados, a instituição de ensino deve investir em infraestrutura, criando redes sem fio mais eficientes e fornecer treinamento aos professores que serão os principais mediadores junto aos alunos. Este artigo possui como objetivo explorar a utilização dos smartphones em sala de aula e analisar algumas soluções (apps) existentes para a área educacional. Nesse contexto, o trabalho não abordará o funcionamento dos aparelhos, possuindo como foco as facilidades de sua utilização para o apoio educacional entre alunos e professores. Para a realização deste trabalho foi utilizada uma pesquisa bibliografia e sua tabulação como subsidio metodológico.

The presence of media resources in education is becoming more and more essential in conventional classrooms; These resources should be well explored by teachers. Among the existing media resources, mobile devices are the most used by students, since the most current models are true computers in small size. Another factor that increased the number of handsets, was its cost reduction and the appearance of Internet plans with more popular prices. But in any case, the use of cell phones has always been prohibited in classrooms, either through state or municipal laws or by the bylaws of some institutions. Nowadays, these devices are no longer seen as just an equipment for fun and entertainment and it is part of the list of resources that can be used for educational support, because when used well, they aid in the learning process. For these resources to be well used, the educational institution must invest in infrastructure, create more efficient wireless networks and provide training to the teachers who will be the main mediators to the students. his article aims to explore the use of smartphones in the classroom and analyze some solutions (apps) for the educational area. In this context, the work will not address the operation of the devices, focusing on the ease of use for educational support between students and teachers. For the accomplishment of this work a bibliography research was used and its tabulation as methodological subsidy., A presença de recursos midiáticos na educação está a cada dia se tornando mais imprescindível nas salas de aula convencionais; estes recursos devem ser bem explorados pelos professores. Dentre os recursos midiáticos existentes os smartphones são os mais utilizados pelos alunos, pois os modelos mais atuais são verdadeiros computadores em tamanho reduzido. Outro fator que aumentou a quantidade de smartphones, foi sua redução de custo e o aparecimento de planos de Internet com preços mais populares. Mas de qualquer forma a utilização de smartphones sempre foi proibida nas salas de aula, seja por meios de leis estaduais ou municipais ou pelo regimento interno de algumas instituições. Atualmente, estes aparelhos deixaram de ser visto apenas como um equipamento para diversão e entretenimento e passou a fazer parte do rol dos recursos que podem ser utilizados para o apoio educacional, pois quando bem utilizados, auxiliam no processo de aprendizagem. Para que estes recursos possam ser bem utilizados, a instituição de ensino deve investir em infraestrutura, criando redes sem fio mais eficientes e fornecer treinamento aos professores que serão os principais mediadores junto aos alunos. Este artigo possui como objetivo explorar a utilização dos smartphones em sala de aula e analisar algumas soluções (apps) existentes para a área educacional. Nesse contexto, o trabalho não abordará o funcionamento dos aparelhos, possuindo como foco as facilidades de sua utilização para o apoio educacional entre alunos e professores. Para a realização deste trabalho foi utilizada uma pesquisa bibliografia e sua tabulação como subsidio metodológico.

The goal of the paper is to review existent evidences of international cooperation effects for developments related with educational advancements in developing economies. The used method was based on the most relevant academic research found related to this specific topic. Initially, the effect of development cooperation over relevant variables for least developed countries was analyzed, excluding educational variables. Then, the literature that researches effects over education is analyzed (stock and flow variables). Evidences found in literature are not conclusive about the impact that cooperation has in developing countries, given that evidences show positive and negative effects on the same time., O objetivo deste trabalho é revisar se existem evidências dos efeitos da cooperação internacional para o desenvolvimento nos avances da educação nas economias em desenvolvimento. O método empregado para alcançar este objetivo foi de realizar uma revisão da literatura acadêmica mais relevante sobre o assunto. Em primeiro lugar, se revisa a literatura na que se investiga o efeito da ajuda ao desenvolvimento sobre variáveis relevantes para os países menos desenvolvidos, excluídas as variáveis educativas. A continuação, se revisa a literatura na qual se analisa o efeito sobre a educação (variáveis fluxo e stock). As evidências encontradas na literatura não são concluintes sobre o impacto da cooperação na educação nos países em desenvolvimento, dado que se encontram tanto evidências que identificam um efeito positivo como as que propõem que os efeitos foram negativos., El objetivo de este trabajo es revisar si existen evidencias de los efectos de la cooperación internacional para el desarrollo en los avances de la educación en las economías en desarrollo. El método empleado para alcanzar este objetivo fue el de realizar una revisión de la literatura académica más relevante sobre el tema. En primer lugar, se revisa la literatura en la que se investiga el efecto de la ayuda al desarrollo sobre variables relevantes para los países menos desarrollados, excluidas las variables educativas. A continuación, se revisa la literatura en la que se analiza el efecto sobre la educación (variables flujo y stock). Las evidencias encontradas en la literatura no son concluyentes sobre el impacto de la cooperación en la educación en los países en desarrollo, dado que se encuentran tanto evidencias que identifican un efecto positivo como las que plantean que los efectos han sido negativos.

The goal of the paper is to review existent evidences of international cooperation effects for developments related with educational advancements in developing economies. The used method was based on the most relevant academic research found related to this specific topic. Initially, the effect of development cooperation over relevant variables for least developed countries was analyzed, excluding educational variables. Then, the literature that researches effects over education is analyzed (stock and flow variables). Evidences found in literature are not conclusive about the impact that cooperation has in developing countries, given that evidences show positive and negative effects on the same time., O objetivo deste trabalho é revisar se existem evidências dos efeitos da cooperação internacional para o desenvolvimento nos avances da educação nas economias em desenvolvimento. O método empregado para alcançar este objetivo foi de realizar uma revisão da literatura acadêmica mais relevante sobre o assunto. Em primeiro lugar, se revisa a literatura na que se investiga o efeito da ajuda ao desenvolvimento sobre variáveis relevantes para os países menos desenvolvidos, excluídas as variáveis educativas. A continuação, se revisa a literatura na qual se analisa o efeito sobre a educação (variáveis fluxo e stock). As evidências encontradas na literatura não são concluintes sobre o impacto da cooperação na educação nos países em desenvolvimento, dado que se encontram tanto evidências que identificam um efeito positivo como as que propõem que os efeitos foram negativos., El objetivo de este trabajo es revisar si existen evidencias de los efectos de la cooperación internacional para el desarrollo en los avances de la educación en las economías en desarrollo. El método empleado para alcanzar este objetivo fue el de realizar una revisión de la literatura académica más relevante sobre el tema. En primer lugar, se revisa la literatura en la que se investiga el efecto de la ayuda al desarrollo sobre variables relevantes para los países menos desarrollados, excluidas las variables educativas. A continuación, se revisa la literatura en la que se analiza el efecto sobre la educación (variables flujo y stock). Las evidencias encontradas en la literatura no son concluyentes sobre el impacto de la cooperación en la educación en los países en desarrollo, dado que se encuentran tanto evidencias que identifican un efecto positivo como las que plantean que los efectos han sido negativos.

With the purpose of knowing the demands that happen outside of educational institutions, this article approaches the pedagogical support as an educational context that emerges from the intersection between the formal and non-formal contexts of learning, and that produces a relationship of reinforcement and collaboration. This study aims to recognize the reasons why families ask for pedagogical support in the first year of secondary education. To this end, fifteen in-depth interviews were conducted with the mothers of students who attended support classes, the teachers who provided the service and different educational agents of a school located in a town in the south of Cordoba, Argentina. It was found that the reasons for which the relatives demand the contexts of pedagogical support are crossed by issues of academic, socio-familiar and affective nature. This study allows to think of support classes as an educational context that strengthens learning opportunities., Con el propósito de conocer las demandas externas a la institución educativa, este artículo aborda el apoyo pedagógico como un contexto educativo que emerge del entrecruzamiento entre los contextos formales y no formales de aprendizaje, y que produce una relación de refuerzo y colaboración. Este estudio pretende reconocer los motivos por los que las familias solicitan el apoyo pedagógico en el primer año de la educación secundaria. Para ello, se realizaron 15 entrevistas en profundidad a las madres de estudiantes que asistieron a clases de apoyo, a las maestras que brindaron el servicio y a diferentes agentes educativos de un colegio ubicado en un pueblo del sur de Córdoba, Argentina. Se encontró que los motivos por los que los familiares demandan los contextos de apoyo pedagógico están atravesados por cuestiones de índole académica, socio-familiar y afectiva. Esto permite pensar las clases de apoyo como un contexto de educación que fortalece oportunidades de aprendizaje.

El objetivo de este PFC/TFG es desarrollar un juego que sirvan como soporte a conceptos matemáticos, computacionales (paralelismo, concurrencia, distribución, definición de objetos...), basándose en un entorno creativo y atractivo para la asignatura de SOAD., The objective of this PFC / TFG is to develop a game that serves as support for mathematical, computational concepts (parallelism, concurrency, distribution, object definition ...) based on a creative and attractive environment for the SOAD subject.

Inclusive early childhood practices are at the forefront of the research and practice efforts in many European countries. Inclusion in early childhood programs can set a trajectory for inclusion across the life course, making it critical that we include individuals with special educational needs in all facets of society from birth. In many European countries, including Lithuania, children with special educational needs and their families continue facing significant barriers to accessing inclusive high-quality early childhood practices and too many pre-school children with special educational needs and disabilities continue receiving special education services in separate settings, as opposed to the least restrictive environment. The aim of the research was to assess the realized and expected early childhood intervention practices while educating children with diverse needs in inclusive pre-school settings. The study was based on a survey using the instruments of Recommended Practices in Early Intervention/Early Childhood Special Education. The instrument includes the following topic areas: leadership, assessment, environment, family, instruction, interaction, collaboration, and transition.

Syftet med denna studie är att undersöka nyanlända barns användande av icke-verbal kommunikation när de leker fritt, samt om det är någon skillnad när en pedagog är närvarande. Det studeras också i vilka karaktäristiska lekar de nyanlända barnen använder sin icke-verbala kommunikation mest. Studien är kvalitativ och undersökningen är utförd genom observationer, som utfördes under två dagars tid. Observationerna har utförts på en mångkulturell förskola där fokus har varit på fri lek, den proximala utvecklingszonen, pedagogiska atmosfärer och icke-verbal kommunikation. Resultaten visar att de nyanlända barnen använder sig av icke-verbala kommunikationsformer när de leker med varandra, detta tydliggörs i fyra karaktäristiska lekar som beskrivs i resultatdelen. Vidare framgår det av studien att det finns skillnader i barnens kommunikationsstrategier när det finns pedagogiskt stöd i leken gentemot när barnen leker utan pedagogers stöd., The purpose of this study is to examine the newly arrived children's use of non -verbal communication when they are playing freely, and if there is any difference when a preschool teacher is present. It is also being studied in which characteristic games the newly arrived children use their non - verbal communication the most. The study is qualitative and the study is performed through observations. The observations have been conducted in a multicultural preschool where the focus has been at free play, the proximal development zone, educational atmospheres and non-verbal communication . The results show that the newly arrived children use non-verbal forms of communication when playing with each other , this is made clear in the four characteristic games described in the results section of this study. Furthermore , it appears from the study that there are differences in the children's communication strategies when there are educational support in children’s play compared to when they play and do not have educator’s support.

Syftet med denna studie är att undersöka nyanlända barns användande av icke-verbal kommunikation när de leker fritt, samt om det är någon skillnad när en pedagog är närvarande. Det studeras också i vilka karaktäristiska lekar de nyanlända barnen använder sin icke-verbala kommunikation mest. Studien är kvalitativ och undersökningen är utförd genom observationer, som utfördes under två dagars tid. Observationerna har utförts på en mångkulturell förskola där fokus har varit på fri lek, den proximala utvecklingszonen, pedagogiska atmosfärer och icke-verbal kommunikation. Resultaten visar att de nyanlända barnen använder sig av icke-verbala kommunikationsformer när de leker med varandra, detta tydliggörs i fyra karaktäristiska lekar som beskrivs i resultatdelen. Vidare framgår det av studien att det finns skillnader i barnens kommunikationsstrategier när det finns pedagogiskt stöd i leken gentemot när barnen leker utan pedagogers stöd., The purpose of this study is to examine the newly arrived children's use of non -verbal communication when they are playing freely, and if there is any difference when a preschool teacher is present. It is also being studied in which characteristic games the newly arrived children use their non - verbal communication the most. The study is qualitative and the study is performed through observations. The observations have been conducted in a multicultural preschool where the focus has been at free play, the proximal development zone, educational atmospheres and non-verbal communication . The results show that the newly arrived children use non-verbal forms of communication when playing with each other , this is made clear in the four characteristic games described in the results section of this study. Furthermore , it appears from the study that there are differences in the children's communication strategies when there are educational support in children’s play compared to when they play and do not have educator’s support.

This study examines the encounter of Somali parents with their children's teachers and how these relations "affect" their possibility of supporting their children's attaining a successful school experience. The study is inspired by and combines the insight and concept of social capital developed by Coleman and Bourdieu. The parents realize that they lack the knowledge and expertise to support their children in their educational endeavor and have neither the material nor ideational support to compensate individual limitations to support their children in the encounter with the Swedish school.