International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
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Influencia compartida entre las diferentes variables psicológicas: motivación, emoción y aprendizaje
Get PDFThis study attempts to synthesize, integrate and discuss the main research found regarding personal variables involved in learning: motivation and emotion, and how the different components connect each other. This has been done through a systematic review of national databases (ISOC) and international (EBSCOHOST) of studies on the relation that the personal motivation and emotion variables in the study of learning and the implications maintained researches involving both together. This concludes that personal variables as motivation and emotion, are necessary for studying the learning. Future joint researches will improve the knowledge about the students’ educational progress. On the other hand, many researches analyse these variables one by one, instead of doing it together. It can be due to the hard analysis.En este estudio se trata de sintetizar, integrar y discutir las principales investigaciones encontradas con respecto a las variables personales implicadas en el aprendizaje: motivación y emoción, y como estas tres se relacionan. Para ello, se ha llevado a cabo una revisión sistemática, a través de bases de datos tanto nacionales (ISOC) como internacionales (EBSCOHOST), de estudios relativos a la relación que mantienen las variables personales motivación y emoción en el estudio del aprendizaje, y las implicaciones que mantienen las investigaciones que han estudiado ambas de forma conjunta. Con todo ello se concluye que las variables personales implicadas en el aprendizaje motivación y emoción están íntimamente relacionadas a la hora de estudiar el aprendizaje lo que determina que el estudio de ambas de forma conjunta posibilitará un mejor conocimiento del proceso educativo experimentado por el alumno. También se observa que, en la mayoría de las ocasiones estas se estudian de forma unitaria, en detrimento de investigarlas de forma conjunta, lo que puede ser debido a la dificultad en su análisis
Mindfulness desde el enfoque de la terapia ocupacional aplicado a la tercera edad
Get PDFWe analyze theresults of an occupational therapy program based on the Mindfulness technique on a selected elderly sample by means of a probabilistic method of convenience with pre-test and post-test measures, with an experimental group (n = 10) and control (n = 10). The objective is to determine if a therapy based on full attention can produce cognitive, social and emotional improvements in thedifferent subjects. Both the experimental group and the control completed the PANAS, FFMQ, and IRI scales. This is one of the few studies that examines the effects of a Mindfulness intervention in the elderly from an occupational therapy approach. Given the importance of the results, it is suggested to work with more significant samples.Se analizan los resultados de un programa de terapia ocupacional basado en la técnica Mindfulness en una muestra de tercera edad escogida mediante un método probabilístico de conveniencia con medidas pre-test y pos-test, con un grupo experimental (n=10) y control (n=10). El objetivo es determinar si una terapia basada en atención plena puede producir mejoras cognitivas, sociales y emocionales en los diferentes sujetos. Tanto el grupo experimental como el control completaron las escalas PANAS, FFMQ, e IRI. Se obtuvieron mejoras estadísticamente significativas en el grupo experimental comparado con el grupo control, confirmándose así la efectividad de la técnica Mindfulness. Este es uno de los pocos estudios que examina los efectos de una intervención de Mindfulness en la tercera edad desde un abordaje de terapia ocupacional. Dada la importancia de los resultados se sugiere trabajar con muestras más significativas
Strumenti digitali per l’apprendimento scolastico
Get PDFGiven the speed with which the modern world changes and digital tools become part of everyday life, even the teaching and learning of them must be introduced to the lower age – at primary school. But before developing the skills in the pupils, the teachers in the first place must know how to use digital tools, knowing how to use them in the teaching of subjects other than the computer science. Digital competence is then required not only for the business purpose, but more and more often we are faced with the need to know how to learn and improve our knowledge in the professional field through digital tools. Based on this analysis we formulated our research question: how prepared are the students of primary education in the digital environment? Could they think and write projects for children in the area of knowledge of the territory through digital tools? To help our students prepare and achieve this goal during the course of Educational Psychology with the students of the fourth year of Primary Educationat the University of Macerata, we have created the “Digital education and discovery of the territory” workshop, proposing to the students to use some innovative tools and thinking about how they could be included in the activity of primaryschools that concern the study of the territory they belong to (the city, the province, the region). The work has been dividedinto 3 phases. During the first phase, tools were presented that would be used (The application MyCicero developed in our Marche region, Maps of OpenStreetMaps and Vikidia) The second phase was both individual and collective work on the cognitive map that concerned the term “Promoting the territory”.The theme of promotion and knowledge of the territory it belongs to is part of the primary school curriculum and certainly help schildren to understand their roots and appreciate them. During the third phase the students had to think and write a project that they could help thepupils learn something about their own territory through the digital tools mentioned above.The digitalage or information era, as we understand it, is the historical phase characterized by the widespread diffusion of the various digital products and the whole series of social, economic and political changes that occurred with the advent of the digitization of most of the access to information. Today’s children are already born in the digital age and must be ready to use it also in learning that makes our work in the preparation of their future Teachers even more important.Data la rapidità con cui il mondo moderno cambia e gli strumenti digitali diventano parte della vita quotidiana, anche l’insegnamento e l’apprendimento di essi devono essere introdotti nell’età inferiore - nella scuola primaria. Ma prima di sviluppare le competenze degli alunni, gli insegnanti in primo luogo devono sapere come usare gli strumenti digitali, sapendo come usarli nell’insegnamento di materie diverse dall’informatica. La competenza digitale è quindi richiesta non solo per lo scopo aziendale, ma sempre più spesso ci troviamo di fronte all’esigenza di sapere come apprendere e migliorare le nostre conoscenze nel campo professionale attraverso strumenti digitali. Sulla base di questa analisi abbiamo formulato la nostra domanda di ricerca: quanto sono preparati gli studenti dell’istruzione primaria nell’ambiente digitale? Potrebbero pensare e scrivere progetti per bambini nell’area della conoscenza del territorio attraverso strumenti digitali? Per aiutare i nostri studenti a preparare e raggiungere questo obiettivo durante il corso di Psicologia dell’Educazione con gli studenti del quarto anno di Educazione Primaria dell’Università di Macerata, abbiamo creato il seminario “Educazione digitale e scoperta del territorio”, proponendo agli studenti di utilizzare alcuni strumenti innovativi e pensare a come potrebbero essere inclusi nell’attività delle scuole primarie che riguardano lo studio del territorio di appartenenza (la città, la provincia, la regione). Il lavoro è stato diviso in 3 fasi. Durante la prima fase sono stati presentati strumenti che sarebbero stati utilizzati (l’applicazione MyCicero sviluppata nelle nostre regioni marchigiane, Mappe di OpenStreetMaps e Vikidia) La seconda fase riguardava sia il lavoro individuale che quello collettivo sulla mappa cognitiva che riguardava il termine “Promuovere il territorio”. Il tema della promozione e conoscenza del territorio a cui appartiene fa parte del curriculum scolastico primario e certamente aiuta gli studenti a capire le loro radici e li apprezzo. Durante la terza fase gli studenti hanno dovuto pensare e scrivere un progetto che potesse aiutare gli alunni a imparare qualcosa sul proprio territorio attraverso gli strumenti digitali di cui sopra. L’era del digitalismo o dell’informazione, così come la intendiamo, è la fase storica caratterizzata dalla diffusione capillare dei vari prodotti digitali e dall’intera serie di cambiamenti sociali, economici e politici avvenuti con l’avvento della digitalizzazione della maggior parte dell’accesso a informazione. I bambini di oggi sono già nati nell’era digitale e devono essere pronti a usarlo anche nell’apprendimento che rende ancora più importante il nostro lavoro nella preparazione dei futuri Insegnanti
Análisis de propuestas de actuación docente en el ámbito de la atención a la diversidad: asignatura “trastornos del desarrollo”
Get PDFPossibly it is one of the transversal competencies most common to the various professions, it does not matter that they are social, technical or artistic activities, there is always a before that orients the action: To program what is intended to do, to work with a plan, to think ahead of time the process to follow, to establish a previous design of the activity or product to realize. This article presents the result of the various decisions that we as teachers will have to adopt both in terms of macro planning (the configuration of the curriculum) and micro planning (the teaching programs of the subjects) (Zabalza, 2004); The teaching proposal for the subject “Developmental disorders” pertaining to the curriculum of the degree of child education of theUniversity of Granada. In this way, to analyse its degree of adequacy, a study will be presented consisting of an analysis of the teaching guides published in the Web pages of different Spanish universities, in the field of “attention to diversity”, specifically in the subject “ Developmental disorders“.Posiblemente sea una de las competencias transversales más comunes a las diversas profesiones, da lo mismo que se trate de actividades sociales, técnicas o artísticas, siempre hay un antes que orienta la acción: programar lo que se pretende hacer, trabajar con un plan, pensar de antemano el proceso a seguir, establecer un diseño previo de la actividad o producto a realizar. En este artículo se presenta el resultado de las diversas decisiones que como docentes deberemos ir adoptando tanto en lo que se refiere a la planificación macro (la configuración del Plan de Estudios) como a la planificación micro (los programas docentes de las materias) (Zabalza, 2004); la propuesta docente para la asignatura “Trastornos de desarrollo” perteneciente al plan de estudios del Grado de Educación Infantil de la Universidad de Granada. En esta vía, para analizar su grado de adecuación, se presentará un estudio consistente en un análisis de las Guías docentes publicadas en las páginas web de diferentes universidades españolas, en el campo de la “Atención a la Diversidad”, concretamente en la materia “Trastornos del desarrollo”
Influencia de las experiencias vitales sobre la calidad de vida percibida de adultos y mayores
Get PDFPeople’s life experiences largely determine their present. Their identity, their personality, their lifestyle, their interests, their routines, all this is largely determined by events in their life. Despite this, a large part of the research has focused on the study of stressful life events and their impact on physical and mental health. Therefore, the objective of this study is to describe the relationship between life experiences, both favorable and stressful, and different perceptions of quality of life, identifying consequently risk factors and protectors in order to promote active and healthy aging. For this purpose, we designed and administered an online questionnaire, PRAMA, to a sample of 1095 Spanish adults and elderly people. Descriptive and multivariate analyzes were performed using the general linear model. The results show a greater impact of stressful life experiences on the perceived quality of life. In this way, adults and seniors with a lower quality of life experience a greater number of negative emotions derived from these life experiences, to which there are greater effects in the short and medium term and a greater current impact. Likewise, they make greater use of maladaptive strategies such as denial, renunciation and self-criticism, to the detriment of active coping strategies. The results obtained here can contribute to the development of more successful psychological and social actions.Las experiencias vitales de una persona determinan en gran medida su presente. Su identidad, su personalidad, su estilo de vida, sus intereses, sus rutinas, todo ello está en gran medida determinado por eventos acontecidos en su vida. A pesar de ello, buena parte de la investigación se ha ocupado tan solo del estudio de los eventos vitales estresantes y su impacto sobre la salud física y mental. Por ello, el objetivo de este estudio es describir la relación existente entre experiencias vitales, tanto favorables como estresantes, y diferentes percepciones de calidad de vida, identificando consecuentemente factores de riesgo y protectores en aras de promover un envejecimiento activo y saludable. Para tal fin, diseñamos y administramos un cuestionario online, PRAMA, a una muestra de 1095 personas adultas y mayores españolas. Se practicaron análisis descriptivos y multivariados utilizando el Modelo Lineal General. Los resultados muestran un mayor impacto de las experiencias vitales estresantes sobre la calidad de vida percibida. De este modo, los adultos y mayores con una calidad de vida más baja experimentan un mayor número de emociones negativas derivadas de dichas experiencias vitales, a lo que se une mayores efectos a corto y medio plazo y un mayor impacto actual. De igual modo, hacen un mayor uso de estrategias desadaptativas como por ejemplo la negación, la renuncia y la autocrítica, en detrimento de las estrategias de afrontamiento activo.Los resultados aquí obtenidos pueden contribuir al desarrollo de actuaciones psicológicas y sociales más exitosas
Incidencia de la evaluación y las metodologías docentes en el desarrollo de competencias genéricas
Get PDFThis paper presents a research program that leads to study the impact of evaluation andactive teaching methodologies used and expected in university education, for the development of generic communicative skills in students of different careers. In a more general sense, it seeks to identify the perceived and expected use, by teachers and students, of the evaluation and active methodologies; collect successful cross-cutting strategies; describe and compare psychoeducational patterns and their role in the learning outcomes and generic communicative competences of critical reading and textual construction, from which would come to configure training in comprehensive assessment of teaching and learning to be provided to teachers of the university so that they become mediators and promoters of generic communicative skills of critical reading and textual construction through the subjects -across disciplines- in the students. It is carried out at the Universidad de la Costa in Colombia and it is approached from two foci of study: detection of needs and implementation of transversal strategies. Psychoeducational patterns are used (self-efficacy, attributions, motivation, emotional intelligence ...); also the systematic review of international successful practices. The results are oriented to the implementation of strategies for the curricular innovation of the subjects and teacher improvement and of the academic and learning results; likewise, for the increase of pedagogical and didactic instructional and technological knowledge as a basis for decision making in the second phase of validation and testing of transversal strategies. “Competitive Research Project CONV-ÍNDEX No. 13-2018, Project Code INV. 150-01-007-13 University of the Coast (Colombia) - University of León (Spain). Evaluated by the ACAC (MEN Colombia) “Este artículo presenta un programa de investigación que lleva a estudiar la incidencia de la evaluación y las metodologías docentes activas usadas y esperadas en la formación universitaria, para el desarrollo de las competencias genéricas comunicativas en los estudiantes de diferentes carreras. En sentido más general, se busca Identificar el uso percibido y esperado, por profesores y estudiantes, de la evaluación y metodologías activas; recopilar estrategias transversales exitosas; describir y comparar los patrones psicoeducativos y su papel en los resultados de aprendizaje y competencias genéricas comunicativas de lectura crítica y construcción textual, a partir de lo cual de llegaría a configurar formación en valoración integral de la enseñanza y aprendizaje que habría de proporcionarse a los docentes de la universidad para que éstos se conviertan en mediadores y promotores de competencias genéricas comunicativas de lectura crítica y construcción textual a través de las asignaturas –across disciplines- en los estudiantes. Se realiza en la Universidad de la Costa en Colombia y se aborda desde dos focos de estudio: detección de necesidades e implementación de estrategias transversales. Se trabajan patrones psicoeducativos (autoeficacia, atribuciones, motivación, inteligencia emocional…); también la revisión sistemática de prácticas exitosas internacionales. Los resultados se orientan a la implementación de estrategias para la innovación curricular de las asignaturas y mejora docente y de los resultados académicos y de aprendizaje; así mismo, para el aumento de conocimientos teóricos y tecnológicos instruccionales pedagógicos y didácticos como base para la toma de decisiones en la segunda fase de validación y contrastación de estrategias transversales. “Proyecto de Investigación Competitivo CONV-ÍNDEX Núm. 13-2018, Código Proyecto INV. 150-01-007-13 Universidad de la Costa (Colombia) – Universidad de León (España). Evaluado por la ACAC (MEN Colombia)
Um estudo de interações de perceção e desempenho - imagem corporal, capacidade físicas e motoras - com um grupo de menin@s do 1.º ciclo
Get PDFThe behavior and motor-physical performance of the child in the primary school or 1st cycle varies greatly with their physical and psychological profile. At school, not only do curricula reinforce cognitive activities more, but there are still many dissimilarities due to gender preferences, socially transmitted from childhood. With this study, of relationship between the areas of psychology, education and the sciences of sports, we try to determine several factors: a. physical characteristics - body mass index - BMI; b. perception of physical characteristics, body image profile and motor performance; c. physical ability (flexibility, abdominal strength, agility); d. motor performance in striking childhood skills (throwingand kicking, rolling forward, jumping rope). This analysis of perception and performance wasperformed in a group of children (n = 35- 54.3% boys and 45.7% girls) of a school for two consecutive years (3rd and 4th years), in order to if they confine their quality of life.Data analysis was performed from the SPSS - version 25th and we used a variety of statistical tests (mean, st.deviation), comparative [Qui Square (X2) and U Mann-Whitney] and correlational [Bravais-Pearson (r) ]. Our results allow us to conclude that a higher percentage of boys tend to present values for the higher physical parameters and there are gender differences only in the 3rd year - as the body image decreases with age. Girls tend to be more flexible and boys are more agile and fast and there is a relation to weight perception - in the 3rd year. In the field of motor skills, it is not skipping, specifically in the number of jumps performed that there are greater gender differences, still the result of many existing social barriers.O comportamento e desempenho físico-motor da criança no 1.º ciclo varia muito com o seu perfil físico e psicológico. Na Escola, não só os currículos reforçam mais as atividades cognitivas como se registam ainda muitas dissemelhanças devido às preferências de género, socialmente veiculadas desde a infância. Com este estudo, de entrecruzamento entre as áreas da psicologia, da educação e das ciências do desporto, procuramos determinar diversos fatores: a. características físicas - índice de massa corporal – IMC; b. perceção de características físicas, do perfil de imagem corporal e desempenho motor; c. capacidade física (flexibilidade; força abdominal; agilidade); d. desempenho motor em habilidades marcantes da infância (lançar e pontapear, rolamento frente, saltar à corda). Esta análise de perceção/ satisfação e desempenho foi realizada num grupo de crianças (n= 35 – 54.3% rapazes e 45.7% raparigas) de uma escola, durante dois anos consecutivos (3.º e 4.º ano).Foi realizada uma análise dos dados a partir do SPSS - versão 25 e recorremos a provas estatísticas variadas – tendência central e dispersão (média, esvio padrão), comparativas [Qui Quadrado (X2) e U de Mann-Whitney] e correlacional [Bravais-Pearson (r)]. Os nossos resultados permitem-nos concluir que uma maior percentagem de rapazes tende a apresentar valores mais elevados para os parâmetros físicos e há diferenças de género apenas no 3.º ano - quanto à imagem corporal, que tende a diminuir com a idade. As raparigas tendem a ser mais flexíveis e os rapazes mais ágeis e velozes, verificando-se umarelação com a perceção de peso – no 3.º ano. No domínio das habilidades motoras é no saltar à corda, concretamente no número de saltos realizados que se verificam maiores diferenças de género, ainda fruto de muitas barreiras sociais existentes
Looking at the immigrants’ faces. The study of audience’s emotions and attitude toward immigrants through a documentary film
Get PDFIn line with the refugee agency recommendations (UNHCR, 2010) the present research recruited citizens in the general population with the aim of understanding whether positive media messages may foster acceptance towards refugee immigrants. The study has specifically considered the case of unaccompanied refugee minors verifying if and how specific affective and cognitive dimensions implicated in individual moral functioning were related to empathic or hostile emotions experienced while watching a documentary realized by refugee minors in a hosting centre in Italy. In addition, the relationship between different emotional responses and attitudes toward immigrations were examined. Fifty student were invited to complete pre-assessment questionnaire containing measures on empathic tendencies (e.g. perspective taking, Davis, 1990) personal values (self-enhancement values, Schwartz, 1992) and moral regulation (e.g. moral efficacy; Bandura, 1991). Then, voluntary participants were invited to watch the documentary film produced in the a European Project. After the presentation of the film, the students have to indicate their current emotional states and attitude toward immigration as spectators. Overall, the results showed that self-transcendence values, empathic concern and moral self-efficacy were positively related to sympathy, and negatively related to hostile emotions. Differently, moral disengagement was positively related to negative affect. Moreover, the presence of empathic affect during the film was associated with positive attitudes toward immigrations; on the contrary, the presence of hostile emotions was strongly related to negative attitudes toward hosting. Overall, results suggest the importance of considering citizens’ moral sensitivity, motivation and moral regulative capabilities together audio-visual contents to better understand people’s emotions in relation to immigration and hosting
Una experiencia docente de audición y creación musical mediante TIC con alumnado de altas capacidades intelectuales
Get PDFMusic teaching helps to develop cognitive skills in students. As stated by Villanueva and Molero, students “receiving a musical education achieve better performance and results in spatial, temporal, mathematical, reading and verbal memory tasks” (2014). This positive effect is especially relevant in students with high intellectual abilities since music also helps to develop emotional intelligence and makes easier the interaction of this type of student with their environment (Swanwick, 1988). The University of Cádiz, together with the Regional Government of Andalusia, through its University Mentoring program aimed at the development of students with high intellectual abilities, offers different learning pathways every year for Secondary Education, High School Diploma and Intermediate and Advance Vocational Training Programs in the province of Cádiz. These workshops are aimed at encouraging this specific profile of students through targeted training in different areas of knowledge and mentoring by university teachers in small groups. This year, the Area of Didactics of Musical Expression of the Department of Didactics of Corporal, Plastic and Musical Education of the University of Cádiz has offered a workshop entitled Hearing and musical creation through ICT. This proposal pursued a main objective: to offer students free software tools that would allow them to acquire knowledge and skills about musical language autonomously and develop their musical creativity. In doing so, a qualitative methodology has been applied based on collaborative work among the students (13). They had to perform individual music composition and recording activities, which were presented to the rest of the students and modified according to the instructions of their classmates.The results obtained have been very positive: a high level of commitment of students and families. The students have proved acquisition of musical knowledge and applied it in practical cases.La enseñanza musical ayuda al desarrollo de habilidades cognitivas en el alumnado. Comoafirman Villanueva y Molero, los estudiantes “que reciben una enseñanza musical, tienen mejor rendimiento y resultados en tareas espaciales, temporales, matemáticas, lectoras y de memoria verbal” (2014). Este efecto positivo, resulta especialmente relevante en alumnos con altas capacidades intelectuales (AACCII) ya que, además, la música ayuda a gestionar emociones y facilita la interacción de este tipo de estudiante con su entorno (Swanwick, 1988). La Universidad de Cádiz, en colaboración con la Junta de Andalucía, a través de su programa de Mentorías Universitarias, destinado al desarrollo de alumnado con altas capacidades intelectuales, ofrece cada año distintos itinerarios formativos para estudiantes de ESO, Bachillerato y Ciclos Formativos de Grado Medio y Superior en la provincia de Cádiz.Se trata de talleres que persiguen motivar a este perfil concreto de alumnado mediante laformación específica en distintas áreas de conocimiento y tutorización por parte de profesorado universitario en grupos reducidos. Este año, el Área de Didáctica de la Expresión Musical del Departamento de Didáctica de la Educación Física, Plástica y Musical de la Universidad de Cádiz ha ofrecido un taller titulado La audición y creación musical mediante TIC. Esta propuesta persigue alcanzar un objetivo principal: ofrecer a los estudiantes herramientas de software libre que les permitieran adquirir conocimientos y destrezas sobre el lenguaje musical de manera autónoma y desarrollar su creatividad musical. Para ello, se ha utilizado una metodología cualitativa, basada en el trabajo colaborativo entre los estudiantes (13 personas). Estos debían realizar actividades individuales de composición y grabación musical, que se presentaban ante el resto de alumnado y se modificaban siguiendo las indicaciones de todos los compañeros. Los resultados obtenidos han sido muy positivos: Hemos logrado alta implicación del alumnado y familiares, y los estudiantes han demostrado adquisición de conocimientos musicales y aplicación de los mismos en casos prácticos
Extremadura, verde, blanca, negra. Avances en altas capacidades
Get PDFThe attention to the students of AACC presents many differences according to the educational policies of the different Autonomous Communities. There is a wide variability both in the theoretical consideration of the high intellectual capacities, and in the attention that these students receive in the autonomic framework, being the detection / enrichment programs developed, the training that the teachers receive (courses, postgraduates, etc.) and attitudes towards the consideration of high capacity, resources that suppose an advantage or a disadvantage when facing the challenge that involves the identification and attention to the educational needs of these students in the inclusive school. As a consequence of these differences, the number of students identified varies substantially between those communities that began in past decades to invest resources in the care of these students and others that have less experience in their educational inclusion. The current regulations in Extremadura pose difficulties for families and education professionals to meet the educational needs of these students. Among them we can find the training, beliefs and attitudes of teachers and their involvement in the identification, evaluation and educational response to these students. However, in recent years there have been changes in this panorama, with different actions in favor of this group, developed both from the educational administration and from associations and private entities. In this paper we propose to explore the current situation of care for these students in Extremadura, compared to other autonomous communities, expose and assess the proposals that have been developed more recently and have been translated into specific programs developed at the initiative of the centers themselves educational, with extracurricular performances at public and private level that try to respond to the specific educational support needs presented by these students.La atención al alumnado de AACC presenta muchas diferencias en función de las políticas educativas de las distintas Comunidades Autónomas. Existe una amplia variabilidad tanto en la consideración teórica de las altas capacidades intelectuales, como en la atención que recibe este alumnado en el marco autonómico, siendo los programas de detección /enriquecimiento desarrollados, la formación que reciben los docentes (cursos, postgrados, etc) y las actitudes hacia la consideración de la alta capacidad, recursos que suponen una ventaja o una desventaja a la hora de afrontar el reto que supone la identificación y atención a las necesidades educativas de estos alumnos en la escuela inclusiva. Como consecuencia de estas diferencias, el número de alumnos identificados varían sustancialmente entre aquellas comunidades que empezaron en décadas pasadas a invertir recursos en la atención de este alumnado y otras que tienen una menor trayectoria en su inclusión educativa. La normativa vigente en Extremadura plantea a las familias y a los profesionales de la educación dificultades para la atención de las necesidades educativas de este alumnado. Entre ellas podemos encontrar la formación, creencias y actitudes del profesorado y su implicación en la identificación, evaluación y respuesta educativa a estos alumnos. Sin embargo, en los últimos años se observan cambios en este panorama, con distintas acciones a favor de este colectivo, desarrolladas tanto desde la administración educativa como desde movimientos asociativos y entidades privadas. En este trabajo nos proponemos explorar la situación actual de la atención a este alumnado en Extremadura, respecto al de otras comunidades autónomas, exponer y valorar las propuestas que se han desarrollado más recientemente y se han traducido en programas específicos desarrollados por iniciativa de los propios centros educativos, con actuaciones extracurriculares a nivel público y privado que intentan responder a las necesidades específicas de apoyo educativo que presenta este alumnado