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Do Students in Extremadura Have Different Attitudes Towards the Inclusion of Students with Disabilities in Physical Education Classes When Contact with Them Before?
(Editorial Cuadernos de Sofía, 2024) Delgado Gil, Serafín; Mañanas Iglesias, Carlos; Galán Arroyo, María del Carmen; Rojo Ramos, Jorge; Universidad de Extremadura. Departamento de Didáctica de la Expresión Musical, Plástica y Corporal
Physical Education is a medium to develop an educational model that includes people with disabilities. Despite their suitability, negative attitudes towards the inclusion of students with disabilities are one of the main obstacles that limit their full physical, psychological and social development. Stereotypes and past experiences with people with disabilities can modulate the attitudes of their non-disabled peers. The main aim of this study was to analyze the attitudes of students in Extremadura towards disabilities in the subject of physical education to assess differences in the presence or absence of contact and participation in physical activities with students with disabilities. The sample consisted of 889 students from public schools in Extremadura, from Secondary to Baccalaureate stages, who completed attitudes towards inclusion of students with disabilities in physical education questionnaire (AISDPE). The Mann-Whitney U test was carried out to establish differences in scores according to the presence or absence of contact and participation in physical activities with people with disabilities, as well as the correlation between age and scores on the two dimensions of AISDPE using Spearman's Rho test. The results showed overall good scores for inclusion and only selectively significant differences with lower scores for those students who had no contact or did not participate in physical activities with students with disabilities. Greater awareness of these situations leads to specific strategies being initiated in Extremadura to improve student attitudes and enable the successful inclusion of people with disabilities in the current educational model.
The SHAIEX Project: Principles and Practice for Multimedia Foreign Language Learning in Pre-school
(Universitat Politècnica de València, 2008) Edwards Rokowski, Patricia Karen; Rico García, María Mercedes; Curado Fuentes, Alejandro Blas; Agudo Garzón, Juan Enrique; Pain Arias, María Antonia; Sánchez Santamaría, Héctor; Universidad de Extremadura. Departamento de Filología Inglesa; Universidad de Extremadura. Departamento de Ingeniería de Sistemas Informáticos y Telemáticos
Foreign language learning at the pre-school level is a pressing reality in Europe's crosscultural curricula. Along with competency demands, developed by European Union commissions and the various Boards of Education of individual member-states, revolutionary multimedia tools are being implemented in early age bands such as for 3- 5 year olds. However, little research has been done thus far for this very young age group of language learners. Without a doubt, careful consideration is to be taken regarding both the psychological and physical capacities in this tender age bracket, far different from those of adolescents and adults. For this reason, the SHAIEX project developed by the GexCALL research group at the University of Extremadura in Spain, attempts to properly address this particular target group by providing innovative adaptation to adequately suit their needs in the foreign language learning and acquisition environment of new technologies. Pedagogical principles are respected in customizing a highly visual and simplistic adaptive design, placing an emphasis on oral/aural language learning skills, highlighting creative cognition for motivational purposes, and, supplying ample psycho-motor interaction for physical control in mastering dexterity with multimedia tools. Plenty of practice is provided in linguistic content as determined by legislative guidelines by means of a three tier system with presentation, interaction, evaluation and reinforcement functional activity blocks. It seems safe to claim that the proper design of multimedia tasks for pre-school children adapted to the youngster's level of knowledge, interests and interaction skills is a potential guarantee that success can be obtained.
Projetos de intervenção comunitária e práticas musicais: Contribuições da psicologia social comunitária latino-americana
(Asociación INFAD, 2025) Freitas, Maria de Fatima Quintal de; Universidade Federal de Paraná. Brasil
Os aportes teóricos, do presente trabalho, estão apoiados na perspectiva da psicologia social comunitaria latino americana, em que os processos de conscientização e participação são dimensões psicossociais importantes ao compreender as formas de naturalização e fatalismo da vida comunitária para que sejam construídas estratégias coletivas de superação das injustiças e de transformação dos modos indignos de sobrevivência. Objetiva se apresentar uma análise a respeito das interfaces e aproximações entre projetos de intervenção comunitaria e projetos musicais. Em um primeiro momento, serão apresentados os resultados de pesquisas de campo desenvolvidas junto a diferentes grupos comunitários e projetos sociais, em que a atividade artístico musical influenciou as formas de participação comunitária. Em seguida, serão descritas dimensões que contribuem para uma aproximação entre projetos de intervenção artística e de projetos mais amplos de intervenção comunitária. Essas dimensões ligam se aos processos de conscientização e de participação comunitária, havendo o emprego de metodologias colaborativas e participativas de acordo com os princípios da Educação Popular, de Paulo Freire, e da investigação ação participante. Finaliza se com uma reflexão sobre temas, indicados por profissionais do campo comunitário, que podem subsidiar uma formação interdisciplinar dirigida às intervenções psicossociais comprometidas com uma vida comunitária mais digna e justa.
Sexual victimization in minors and mental health issues
(Springer Nature, 2026) León del Barco, Benito; Bringas Molleda, Carolina; Polo del Río, María Isabel; Álvarez Delgado, Julián Manuel; Mendo Lázaro, Santiago; López Ramos, Víctor María; Universidad de Extremadura. Departamento de Psicología y Antropología
Introduction Sexual victimization in children and adolescents is a serious form of child abuse that violates the rights of children and adolescents, and that can lead to negative consequences for their mental health. The present research tries to analyze the relation existing between being a victim of sexual violence and mental health problems. Method A total of 519 students participated, aged between 10 and 18 years (M = 12.49; SD = 1.949), belonging to primary and secondary schools, 246 were female (47.39%), and 273 (52.60%) were male. The Sexual Violence Questionnaire-Victim Version (SVQ-VV) was used to assess different types of sexual violence (physical, verbal and cyber violence) and the Strengths and Difficulties Questionnaire, SDQ - self-report version for mental health problems. Results The results indicate that sexual violence against children is associated with certain mental health problems, both internalizing and externalizing. Furthermore, the likelihood of encountering externalizing problems is twice as high in minors who are victims of physical sexual violences. Conclusions This research sheds light on the dynamics of sexual violence against children and adolescents, providing relevant information on the relationship between the type of sexual violence and its consequences on the victim’s mental health. The findings highlight the importance of early detection and differentiated interventions in child and adolescent victims of sexual violence. Preventive policies and multidisciplinary support programs are crucial to mitigate the long-term psychological consequences of sexual violence. Therefore, given the current situation regarding this issue, we believe that training professionals in the detection of different forms of sexual violence is crucial to providing appropriate intervention responses concerning victims’mental health.
