Caribe y su estructura de clases incompletas: ensayo sobre la lógica de sus negociaciones con los países metropolitanos

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Las clases medias en Centroamérica: características que presentan en la actualidad y requisitos para su desarrollo

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Las clases sociales y el comportamiento reproductivo en Costa Rica; informe de investigacion

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Teoria y metodo para el estudio de la estructura de clases sociales (Con un análisis concreto: Chile, 1970). Segunda parte: El analisis concreto

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Teoria y metodo para el estudio de la estructura de clases sociales (Con un análisis concreto: Chile, 1970). Tercera Parte: La metodologia

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Análisis del proceso inclusivo del alumno ciego en clases de Física Moderna

This paper is aimed at understanding which the most important difficulties and alternatives to include students with visual impairments in physics classes. It presents and discusses the difficulties and viabilities of having a born blind student effectively attend Modern Physics classes. Using content analysis, this experiment identifies 6 functional classes that might correspond to difficulties and 4 which refer to the viabilities. Therefore, the importance of appropriate communicative environments, the including role of the interactivity element, as well as the need for destitution of segregation environments inside classroom, are emphasized.

Contextos comunicacionales adecuados e inadecuados para la inclusión de alumnos con discapacidad visual en clases de física moderna

This article is inserted in a wider study that seeks to understand the main inclusion barriers in Physics classes for students with visual impairment It aims to understand which communication context favors or impedes the visually impaired student participation to the impairment visual student’s real participation in Modern Physics activities. The research defines, from the empirical-sensory and semantics structures, the languages used in the activities, as well as, the moment and the speech pattern in which those languages have been used. As a result, this study identifies a strong relation between the uses of the interdependent empirical structure audio-visual language in the non-interactive episodes of authority; a decrease of this structure use in the interactive episodes; the creation of education segregation environments within the clasroom and the frequent use of empirical tactile-hearing interdependent language structure in these environments. Moreover, the concept of «special educational need» is discussed and its inadequate use is analyzed. Suggestions are given for its correct use of «special educational need,» its inadequate use, giving suggestions for its correct use.