Propuesta para la intervención psicopedagógica con vista a la mejora de la orientación en el contexto del Centro Universitario de Sancti Spíritus "José Martí Pérez"

La investigación se propuso identificar las posibilidades que ofrece el marco universitario actual para la práctica de la orientación y la tutoría en Cuba y asesorar el diseño e implementación de un programa de orientación a ser aplicado en el Centro Universitario de Sancti Spíritus. El abordaje de la problemática desde una perspectiva interpretativa, con un marco metodológico cualitativo, basado en la investigación - acción como estrategia de intervención y el asesoramiento colaborativo como modelo de interrelación de las partes implicadas, nos posibilitó conocer que las modificaciones en las concepciones y políticas educativas cubanas están creando un espacio en el que la tutoría se convierte en un instrumento capaz de facilitar el autoaprendizaje desarrollador, la cual desarrollada sobre la base de un asesoramiento psicopedagógico colaborativo propicia un alto grado de participación e implicación de los profesores en sus decisiones y les concede un importante nivel de autonomía en sus prácticas.

Projectos de tutorias em meio escolar

RESUMO: O combate ao insucesso e ao desajustamento de uma grande parte de alunos à realidade escolar fazem parte dos maiores desafios que a escola enfrenta nos dias de hoje. Assim sendo, a escola actual, que se deseja para todos, tem de estar receptiva à implementação de modalidades de apoio diversificadas, de modo a responder à crescente heterogeneidade cultural, social e ética dos seus alunos. O presente trabalho estuda a forma como dois agrupamentos de escolas dão corpo à legislação que regulamenta a figura do tutor nas escolas. A investigação utiliza como instrumentos de recolha de dados a análise documental e a entrevista semi-estruturada a tutores. Na análise documental, procedeu-se à identificação das referências e dos objectivos concebidos para esta forma de apoio, nos respectivos projectos educativos e regulamentos internos. Nas entrevistas aos tutores, abordam-se as percepções dos professores tutores e dos coordenadores dos projectos dos dois agrupamentos sobre a prática da tutoria, as suas vantagens, dificuldades e formas de implementação nas escolas. Partindo destes dados, deseja-se dar a conhecer a forma como duas escolas, tendo por base os normativos legais, desenvolvem projectos de tutorias, como resposta às necessidades crescentes de acompanhamento dos alunos.ABSTRACT: Fighting failure and non- adaptation to school of a large number of students can be considered the main challenge schools have to face today. Therefore, today’s school which is intended to be inclusive must be prepared to implement a diversity of support measures in order to meet the increasing cultural, social and ethical differences of students. The present study analyses the way how two different schools interpret and implement the legislation that regulates the role of a school tutor. As data survey tools the research uses documental analysis and semi-structured interview to school tutors. In the documental analysis the references and the objectives drawn by the two schools to implement tutoring were identified in the school projects and School Rules of Procedures. In the interviews we aimed to identify the tutors and Project Coordinators’ perception about their tutorship practices, advantages, problems and ways of implementation at school. From the obtained data we aim to report the way how the two schools, based upon legal procedures develop tutoring projects as a solution to the increasing needs of students guidance.

Integrated educational opportunities in the Universal Museum: five ways forward

Whatever the other characteristics of the universal museum, education must be one of its core functions. That is, education both of regular visitors and those who are not but who are members of the local, regional or national communities served by the museum. In this sense, universal refers to making the museum accessible to all: accessible physically and intellectually. This relates to what I mean by education. It is far broader than what takes place between teachers and pupils in a formal setting. Education is also about providing environments where people will be inspired or provoked to know, to question. To reflect about themselves and the wider human and natural world. A universal museum should be a great facilitator of these learning processes. In this paper I shall focus on five ways in which there can be integration of educational opportunities in the universal museum. For examples to illustrate these themes I shall draw on practices in a small sample of museums in Europe and the USA.

Facilitating educational integration of the hearing-impaired child: a proposed integration program for Central Institute for the Deaf

This paper discusses mainstreaming for the hearing impaired.

The influence of various types of question forms and test directions on the educational achievement of deaf and hearing children

This paper is a review of educational achievement tests and their suitability for hearing impaired children.

A comparison of social-emotional patterns of day versus residential students enrolled in an oral educational setting

This paper reviews a study of CID students and their scores on the Meadow-Kendall Social-Emotional Assessment Inventory test (SEAI).

An educational curriculum outline for teaching sound and hearing in elementary schools

This paper provides curriculum on noise, ears, hearing and deafness for elementary school children.

Creating a parent workshop that encompasses and meets the educational desires for parents of children with hearing impairments being taught in an oral deaf education program

The purpose of this study was to create a parent workshop that was developed around the parents’ educational needs. The workshop demonstrated that the parents’ educational needs can be met through a workshop that is based on those needs and takes into consideration factors that will encourage parent involvement.

A set of lectures concerning an educational approach towards the young hearing impaired child

This paper is a review of educational approaches for young hearing impaired children in South Africa.

Social integration or social alienation: A look at the social functioning of oral deaf teenagers in the mainstream educational setting

The purpose of this literature review was to determine the social functioning of oral deaf adolescents in the mainstream educational setting.

Cytomegalovirus: Educational outcomes and implications for newborn screening

The focus of this study was to review existing literature and analyze a survey of professional opinion regarding how children with hearing loss caused by congenital cytomegalovirus (CMV) function audiologically and educationally. This study proposes a benefit for adding CMV screening to the battery of tests included in the newborn screening protocol to improve educational outcomes of children deafened from CMV.

Promoting the health of marginalized populations in Ecuador through international collaboration and educational innovations

This paper examines two innovative educational initiatives for the Ecuadorian public health workforce: a Canadian-funded Masters programme in ecosystem approaches to health that focuses on building capacity to manage environmental health risks sustainably; and the training of Ecuadorians at the Latin American School of Medicine in Cuba (known as Escuela Latinoamericana de Medicina in Spanish). We apply a typology for analysing how training programmes address the needs of marginalized populations and build capacity for addressing health determinants. We highlight some ways we can learn from such training programmes with particular regard to lessons, barriers and opportunities for their sustainability at the local, national and international levels and for pursuing similar initiatives in other countries and contexts. We conclude that educational efforts focused on the challenges of marginalization and the determinants of health require explicit attention not only to the knowledge, attitudes and skills of graduates but also on effectively engaging the health settings and systems that will reinforce the establishment and retention of capacity in low- and middle-income settings where this is most needed.