Hábitos de actividad física en mujeres con discapacidad: relación con sus características físicas y funcionales.

[ES] El presente estudio tuvo como objetivo indagar las características de la mujer con discapacidad y su relación con los hábitos físico-deportivos que posee. Para ello, se aplicó la encuesta de Hábitos de Actividad Física en Personas con Discapacidad a una muestra de 132 mujeres con diferentes tipos de discapacidad y se tuvieron en cuenta diferentes características de discapacidad, así como dificultades funcionales. Los resultados obtenidos mostraron que la discapacidad física fue la más común, que existe un porcentaje importante de mujeres que no practica actividad física y que existe relación entre los días practicados y el IMC de la persona.

Rich media content adaptation in e-learning systems

The wide use of e-technologies represents a great opportunity for underserved segments of the population, especially with the aim of reintegrating excluded individuals back into society through education. This is particularly true for people with different types of disabilities who may have difficulties while attending traditional on-site learning programs that are typically based on printed learning resources. The creation and provision of accessible e-learning contents may therefore become a key factor in enabling people with different access needs to enjoy quality learning experiences and services. Another e-learning challenge is represented by m-learning (which stands for mobile learning), which is emerging as a consequence of mobile terminals diffusion and provides the opportunity to browse didactical materials everywhere, outside places that are traditionally devoted to education. Both such situations share the need to access materials in limited conditions and collide with the growing use of rich media in didactical contents, which are designed to be enjoyed without any restriction. Nowadays, Web-based teaching makes great use of multimedia technologies, ranging from Flash animations to prerecorded video-lectures. Rich media in e-learning can offer significant potential in enhancing the learning environment, through helping to increase access to education, enhance the learning experience and support multiple learning styles. Moreover, they can often be used to improve the structure of Web-based courses. These highly variegated and structured contents may significantly improve the quality and the effectiveness of educational activities for learners. For example, rich media contents allow us to describe complex concepts and process flows. Audio and video elements may be utilized to add a “human touch” to distance-learning courses. Finally, real lectures may be recorded and distributed to integrate or enrich on line materials. A confirmation of the advantages of these approaches can be seen in the exponential growth of video-lecture availability on the net, due to the ease of recording and delivering activities which take place in a traditional classroom. Furthermore, the wide use of assistive technologies for learners with disabilities injects new life into e-learning systems. E-learning allows distance and flexible educational activities, thus helping disabled learners to access resources which would otherwise present significant barriers for them. For instance, students with visual impairments have difficulties in reading traditional visual materials, deaf learners have trouble in following traditional (spoken) lectures, people with motion disabilities have problems in attending on-site programs. As already mentioned, the use of wireless technologies and pervasive computing may really enhance the educational learner experience by offering mobile e-learning services that can be accessed by handheld devices. This new paradigm of educational content distribution maximizes the benefits for learners since it enables users to overcome constraints imposed by the surrounding environment. While certainly helpful for users without disabilities, we believe that the use of newmobile technologies may also become a fundamental tool for impaired learners, since it frees them from sitting in front of a PC. In this way, educational activities can be enjoyed by all the users, without hindrance, thus increasing the social inclusion of non-typical learners. While the provision of fully accessible and portable video-lectures may be extremely useful for students, it is widely recognized that structuring and managing rich media contents for mobile learning services are complex and expensive tasks. Indeed, major difficulties originate from the basic need to provide a textual equivalent for each media resource composing a rich media Learning Object (LO). Moreover, tests need to be carried out to establish whether a given LO is fully accessible to all kinds of learners. Unfortunately, both these tasks are truly time-consuming processes, depending on the type of contents the teacher is writing and on the authoring tool he/she is using. Due to these difficulties, online LOs are often distributed as partially accessible or totally inaccessible content. Bearing this in mind, this thesis aims to discuss the key issues of a system we have developed to deliver accessible, customized or nomadic learning experiences to learners with different access needs and skills. To reduce the risk of excluding users with particular access capabilities, our system exploits Learning Objects (LOs) which are dynamically adapted and transcoded based on the specific needs of non-typical users and on the barriers that they can encounter in the environment. The basic idea is to dynamically adapt contents, by selecting them from a set of media resources packaged in SCORM-compliant LOs and stored in a self-adapting format. The system schedules and orchestrates a set of transcoding processes based on specific learner needs, so as to produce a customized LO that can be fully enjoyed by any (impaired or mobile) student.

Sfide familiari e disabilita'. Il ruolo educativo dei padri

Il progetto si pone in sintonia con i nuovi scenari di ricerca – sia in ambito nazionale che internazionale - della Pedagogia Speciale per l’inclusione e la piena e attiva partecipazione all’interno della società delle persone con disabilità e delle loro famiglie (Convenzione Onu, 2006). La riflessione sul ruolo educativo del padre riguardo alla disabilità di un/una figlio/a è una questione complessa e controversa che necessita di una premessa che ponga al centro dell’attenzione pedagogica la funzione paterna in senso ampio. L’obiettivo principale del progetto è quello di indagare il ruolo educativo del padre – nelle situazioni di disabilità - con riflessioni più ampie riguardanti le funzioni parentali, i modelli di genitorialità e l’educare nella nostra società.I risultati attesi potranno gettare luce su alcune Linee Guida - riguardo alla presa in carico della famiglia e del sostegno alla genitorialità - utili ai professionisti impegnati in quest’area e agli educatori dei servizio socio-educativi e sanitari.

La promozione dell'inclusione nei sistemi scolastici attraverso l'intervento di cooperazione internazionale: l'esperienza di El Salvador

La ricerca si colloca all’interno di un complesso intervento di cooperazione internazionale realizzato in El Salvador tra il 2009 e il 2014. Il Progetto di cooperazione è stato promosso dal Dipartimento di Scienze dell’Educazione dell’Università di Bologna e finanziato dalla Cooperazione Italiana. L’esperienza studiata rappresenta un esempio di promozione dell’inclusione nei sistemi scolastici di Paesi del Sud del mondo e si propone due obiettivi: 1) analizzare il processo di cambiamento della prospettiva di intervento promossa dalla cooperazione internazionale, evidenziando la dimensione educativa che sostiene processi di empowerment e ownership delle istituzioni locali; 2) contribuire al dibattito sull’ “inclusive education”, sostenendo processi di inclusione scolastica e sociale rivolti a tutti coloro che si trovano in situazione di svantaggio psico-fisico e/o socio-culturale. Le politiche locali del Ministero dell’Educazione dal 2009 hanno promosso un modello educativo con l’obiettivo di garantire il diritto all’educazione per tutti nella scuola pubblica. Lo studio costituisce un'indagine di tipo valutativo sul processo di sviluppo della scuola inclusiva in El Salvador, supportato dall’intervento di cooperazione internazionale. La ricerca utilizza in modo integrato strumenti di natura quantitativa (questionari) e qualitativa (interviste). Dai dati raccolti emerge come il processo di cooperazione sia stato caratterizzato dal principio della pari dignità tra esperti internazionali e autorità politiche e tecniche locali. Inoltre, la ricerca ha consentito di verificare come la cultura dell'inclusione si sia radicata in modo diffuso nella percezione della missione della scuola e il suo ruolo tra i protagonisti del sistema scolastico. Alla luce dei risultati, appare fondamentale continuare a investire sulla formazione tecnica delle figure chiave del sistema educativo; facilitare il processo di inclusione dei disabili nelle scuole regolari con una parallela trasformazione delle scuole speciali in centri di supporto all’integrazione; promuovere una sinergia di azione formativa tra il ministero, mondo accademico e della formazione professionale.

[How can the mentally ill achieve sustained employment? Supported employment versus pre-vocational training]

People with severe mental disorders are often without work, although work may have a positive effect on their health. The paper presents some results in this field from the German S3 guidelines on psychosocial therapies. In terms of evidence-based medicine supported employment (SE - first place then train) has proven to be most effective. Nevertheless, SE is still rare in Germany. Pre-vocational training, however, follows the concept first train then place and is offered in rehabilitation of the mentally ill (RPK) centres in Germany. There is some evidence that the programs are beneficial for users. The UN Convention for the Rights of Persons with Disabilities outlines an obligation for work on an equal basis with others and for vocational training. So far, the German mental health system only partly meets these requirements.

Governor Tom Judge: Early Years - The Path to Becoming Montana's 18th Governor -- Sidney Armstrong, Larry Pettit & Kent Kleinkopf “In the Crucible of Change”

The dramatic period of progressive change in Montana that is documented "In the Crucible of Change" series really exploded with the election of Governors Forrest Anderson and Tom Judge. Anderson's single term saw the dispatching of the sales tax as an issue for a long period, the reorganization of the executive branch of state government and the revision of Montana's Constitution. As a former legislator, county attorney, Supreme Court justice, and Attorney General, Anderson brought unmatched experience to the governorship when elected. Tom Judge, although much younger (elected MT’s youngest governor at age 38 immediately following Anderson), also brought serious experience to the governorship: six years as a MT State Representative, two years as a MT State Senator, four years is Lieutenant Governor and significant business experience. The campaign and election of John F. Kennedy in 1960 spurred other young Americans to service, including Tom Judge. First elected in 1960, he rose rapidly through MT’s political-governmental hierarchy until he took over the governorship in time to implement many of the changes started in Governor Anderson’s term. But as a strong progressive leader in his own right, Governor Judge sponsored and implemented significant advancements of his own for Montana. Those accomplishments, however, are the subject of other films in this series. This film deals with Tom Judge’s early years – his rise to the governorship from when he returned home after college at Notre Dame and newspaper experience in Kentucky to his actual election in November 1972. That story is discussed in this episode by three major players in the effort, all directly involved in Tom Judge’s early years and path to the governorship: Sidney Armstrong, Larry Pettit and Kent Kleinkopf. Their recollections of the early Tom Judge and the period of his advancement to the governorship provide an insider’s perspective of the growth of this significant leader of the important period of progressive change documented “In the Crucible of Change.” Sidney Armstrong, President of Sidney Armstrong Consulting, serves on the board and as the Executive Director of the Greater Montana Foundation. Formerly Executive Director of the Montana Community Foundation (MCF), she has served on national committees and participated in national foundation initiatives. While at MCF, she worked extensively with MT Governors Racicot and Martz on the state charitable endowment tax credit and other endowed philanthropy issues. A member of MT Governor Thomas L. Judge’s staff in the 1970s, she was also part of Governor Brian Schweitzer’s 2004 Transition Team, continuing to serve as a volunteer advisor during his term. In the 1980s, Sidney also worked for the MT State AFL-CIO and the MT Democratic Party as well as working two sessions with the MT Senate as Assistant Secretary of the Senate and aide to the President. A Helena native, and great granddaughter of pioneer Montanans, Sidney has served on numerous nonprofit boards, and is currently a board member for the Montana History Foundation. Recently she served on the board of the Holter Museum of Art and was a Governor’s appointee to the Humanities Montana board. She is a graduate of the International School of Geneva, Switzerland and the University of Montana. Armstrong's Irish maternal immigrant great-grandparents, Thomas and Maria Cahill Cooney, came to Virginia City, MT in a covered wagon in 1865, looking for gold. Eventually, they settled on the banks of the Missouri River outside Helena as ranchers. She also has roots in Butte, MT, where her journalist father's family, both of whom were newspaper people, lived. Her father, Richard K. O’Malley, is also the author of a well-known book about Butte, Mile High, Mile Deep, recently re-published by Russell Chatham. She is the mother of four and the grandmother of eight. Dr. Lawrence K. Pettit (Larry Pettit) (b. 5/2/1937) has had a dual career in politics and higher education. In addition to being Montana’s first Commissioner of Higher Education (the subject of another film in this series); Pettit, of Lewistown, served as legislative assistant to U.S. Senators James E. Murray and Lee Metcalf, campaign manager, head of transition team and assistant to Montana Governor Thomas L. Judge; taught political science at The Pennsylvania State University (main campus), was chair of political science at Montana State University, Deputy Commissioner for Academic Programs at the Texas Higher Education Coordinating Board, Chancellor of the University System of South Texas (since merged with Texas A&M University), President of Southern Illinois University, and President of Indiana University of Pennsylvania from where he retired in 2003. He has served as chair of the Commission on Leadership for the American Council on Education, president of the National Association of (University) System Heads, and on many national and state boards and commissions in higher education. Pettit is author of “If You Live by the Sword: Politics in the Making and Unmaking of a University President.” More about Pettit is found at http://www.lawrencekpettit.com… Kent Kleinkopf of Missoula is co-founder of a firm with a national scope of business that specializes in litigation consultation, expert vocational testimony, and employee assistance programs. His partner (and wife of 45 years) Kathy, is an expert witness in the 27 year old business. Kent received a BA in History/Education from the University of Idaho and an MA in Economics from the University of Utah. The Kleinkopfs moved to Helena, MT in 1971 where he was Assistant to the Commissioner of State Lands (later Governor) Ted Schwinden. In early 1972 Kent volunteered full time in Lt. Governor Tom Judge’s campaign for Governor, driving the Lt. Governor extensively throughout Montana. After Judge was elected governor, Kent briefly joined the staff of Governor Forrest Anderson, then in 1973 transitioned to Judge’s Governor’s Office staff, where he became Montana’s first “Citizens’ Advocate.” In that capacity he fielded requests for assistance from citizens with concerns and information regarding State Agencies. While on the Governor’s staff, Kent continued as a travel aide with the governor both in Montana and nationally. In 1977 Kent was appointed Director of the MT Department of Business Regulation. That role included responsibility as Superintendent of Banking and Chairman of the State Banking Board, where Kent presided over the chartering of many banks, savings and loans, and credit unions. In 1981 the Kleinkopfs moved to Missoula and went into the business they run today. Kent was appointed by Governor Brian Schweitzer to the Board of the Montana Historical Society in 2006, was reappointed and continues to serve. Kathy and Kent have a daughter and son-in-law in Missoula.

Accessible e-learning

People with disabilities often encounter difficulties while trying to learn something, because teaching material is for example not accessible to blind people or rooms, where courses take place, are not accessible to people using a wheelchair. E-learning provides an opportunity to disabled people. With the new German law on the equalisation of opportunities for people with disabilities for the first time access to information technology was explicitly taken up in German legislation. As a consequence of this law the framework law on universities (Hochschulrahmengesetz) was changed. The law now commit universities not to discriminate disabled students in their studies. For references on how universities can design accessible e-learning contents and provide accessible information online see http://wob11.de/links/anleitungen.html#elearning.

Digital Systems for Open Access to Formal and Informal Learning

Today, Digital Systems and Services for Technology Supported Learning and Education are recognized as the key drivers to transform the way that individuals, groups and organizations “learn” and the way to “assess learning” in 21st Century. These transformations influence: Objectives - moving from acquiring new “knowledge” to developing new and relevant “competences”; Methods – moving from “classroom” based teaching to “context-aware” personalized learning; and Assessment – moving from “life-long” degrees and certifications to “on-demand” and “in-context” accreditation of qualifications. Within this context, promoting Open Access to Formal and Informal Learning, is currently a key issue in the public discourse and the global dialogue on Education, including Massive Open Online Courses (MOOCs) and Flipped School Classrooms. This volume on Digital Systems for Open Access to Formal and Informal Learning contributes to the international dialogue between researchers, technologists, practitioners and policy makers in Technology Supported Education and Learning. It addresses emerging issues related with both theory and practice, as well as, methods and technologies that can support Open Access to Formal and Informal Learning. In the twenty chapters contributed by international experts who are actively shaping the future of Educational Technology around the world, topics such as: - The evolution of University Open Courses in Transforming Learning - Supporting Open Access to Teaching and Learning of People with Disabilities - Assessing Student Learning in Online Courses - Digital Game-based Learning for School Education - Open Access to Virtual and Remote Labs for STEM Education - Teachers’ and Schools’ ICT Competence Profiling - Web-Based Education and Innovative Leadership in a K-12 International School Setting are presented. An in-depth blueprint of the promise, potential, and imminent future of the field, Digital Systems for Open Access to Formal and Informal Learning is necessary reading for researchers and practitioners, as well as, undergraduate and postgraduate students, in educational technology.

Social Inequality in Political Participation: The Dark Sides of Individualisation

Has the participatory gap between social groups widened over the past decades? And if so, how can it be explained? Based on a re-analysis of 94 electoral surveys in eight Western European countries between 1956 and 2009, this article shows that the difference in national election turnout between the half of the population with the lowest level of education and the half with the highest has increased. It shows that individualisation – the decline of social integration and social control – is a major cause of this trend. In their electoral choices, citizens with fewer resources – in terms of education – rely more heavily on cues and social control of the social groups to which they belong. Once the ties to these groups loosen, these cues and mobilising norms are no longer as strong as they once were, resulting in an increasing abstention of the lower classes on Election Day. In contrast, citizens with abundant resources rely much less on cues and social control, and the process of individualisation impacts on their participatory behaviour to a much lesser extent. The article demonstrates this effect based on a re-analysis of five cumulative waves of the European Social Survey.

The direct-democratic challenge to evidence-based policy making: Questioning the governmental PISA narrative in Swiss school policy

The democratic deficit of evidence-based policymaking and the little attention the approach pays to values and norms have repeatedly been criticized. This article argues that direct-democratic campaigns may provide an arena for citizens and stakeholders to debate the belief systems inherent to evidence. The study is based on a narrative analysis of Program for International Student Assessment (PISA) reports, as well as of newspaper coverage and governmental information referring to PISA in Swiss direct-democratic campaigns on a variety of school policy issues. The findings show that PISA reports are discursive instruments rather than ‘objective evidence’. The reports promote a narrative of economic progress through educational evidence that is adopted without scrutiny by governmental coalitions in direct-democratic campaigns to justify school policy reforms. Yet, the dominant PISA narrative is contested in two counter-narratives, one endorsed by numerous citizens, the other by a group of experts. These counter-narratives question how PISA is used by an ‘expertocracy’ to prescribe reforms, as well as the performance ideology inherent to. Overall, these findings suggest that direct-democratic campaigns may make more transparent how evidence is produced and used according to existing belief systems. Evidence, on the other hand, may be a stimulus for democratic discourse by feeding the debate with potential policy problems and solution. Thus, direct-democratic debates may reconcile normative positions of citizens with the desire to base decisions on empirical evidence.

Corrientes pedagógicas, tradiciones pedagógicas y educación especial : pensando históricamente la educación especial en América Latina

Este artículo pretende establecer una diferenciación entre corriente y tradición pedagógica para sugerir una posible relación con la Educación Especial en tanto campo de problemas multidisciplinar , sin descartar las relaciones en su ángulo de modalidad educativa, de conjuntos de servicios y apoyos o de conocimiento profesional para la atención educativa de los sujetos con discapacidad. La intención de fondo consiste en plantear algunas “bases" para reflexionar e investigar sistemáticamente sobre las corrientes pedagógicas de la Educación Especial en las distintas tradiciones pedagógicas, lo cual aportará a la objetivación del campo al tiempo que otorga las condiciones de posibilidad para sumergirse en el acontecer de una historicidad pedagógica en permanente movimiento (aunque no se restrinja, a mediano plazo, únicamente a la pedagogía) y en interconexión fluida con otras culturas y sociedades. De esta manera, el texto puede entenderse como una reflexión de pedagogía general o como una aproximación pedagógica comparada sobre la Educación Especial en América Latina.

¿Incluir las diferencias o a los diferentes? Una cuestión mal planteada en una realidad desoladora

Este texto se plantea una relectura ética acerca del derecho a la educación de las personas con discapacidades, con un énfasis prioritario de la situación en América Latina. A partir de considerar los sistemas jurídicos, los modos de financiamiento políticos, los porcentajes de inclusión y los programas de seguimiento de la población con discapacidad en edad escolar, se deriva toda una serie de discusiones sobre la idea de formación educativa, el estar junto a otros y las responsabilidades éticas en la tarea de educar.

La salud oral de grupos poblacionales vulnerables : experiencias de educación para la salud bucal en niños con discapacidad en Perú y Argentina

Dos elementos permiten reflexionar sobre el futuro de los seres humanos: La buena noticia es que a través de la ciencia los seres humanos pueden vivir más de 80 años. La noticia negativa es que de acuerdo con las estadísticas, entre los 60 y 80 años de edad las personas van a sufrir algún tipo de discapacidad. Esta situación hace que muchos países trabajen hoy para hacer una contribución, por pequeña que parezca, que ayude a mantener los aspectos sanitarios susceptibles a la enfermedad. Estas contribuciones están directamente vinculadas a las acciones de atención primaria, educación en salud oral en las instituciones educativas que reúnen a los niños con discapacidad, sus familias y profesores, y teniendo en cuenta que los bebés y los niños con discapacidad se encuentran en vulnerabilidad desde la salud oral. Los objetivos de este trabajo son: compartir experiencias de educación para la salud oral en instituciones educativas especiales en Perú y Argentina y proporcionar recursos didácticos a través de herramientas educativas que permitan ayudar a los niños, maestros, padres y comunidad en el aprendizaje del cuidado de la salud oral en especial las instituciones educativas de ambos países. Desde la población en estudio se seleccionó una muestra aleatoria entre 2.010 escuelas especiales en la región de Lima, Perú y Mendoza, Argentina. Se acordaron temas básicos de promoción de la salud bucal como: higiene bucal, salud bucal, enfermedades prevalentes, caries, enfermedad periodontal, maloclusión, medidas de prevención, nutrición, etc. y se realizó una encuesta entre los padres para evaluar los conocimientos en los tópicos mencionados y el grado de compromiso de los maestros para aplicar estrategias de higiene en el ámbito escolar. Conclusión: La creación de espacios comunitarios para insertar la salud oral es un desafío. Ambos países desarrollan metodologías similares, resultando muy rica la experiencia de compartir las actividades que realizan cada uno de ellos. La premisa “Lo normal es ser diferente" es compartida por nosotros desde la idea de personalizar e individualizar las acciones con un fin común. En Promoción de la Salud Bucal para niños especiales Perú y Argentina se encuentran en la misma dirección.

Prevención de complicaciones orales en personas con discapacidad severa

La salud, como derecho primordial de toda persona, adquiere una connotación especial cuando la persona tiene una discapacidad. El término Discapacidad describe una restricción o ausencia, debido a una deficiencia, de la capacidad de realizar una actividad en la forma o dentro del margen que se considera normal para el ser humano. Si nos referimos concretamente a la salud bucal, podemos decir, que presentan alta incidencia de patologías por lo que constituyen un grupo de riesgo con una gran necesidad de cuidados dentales. Es importante destacar que gran parte de las personas con Discapacidad, no pueden expresar en palabras o determinar claramente su proceso patológico y así toleran importantes dolores demostrados mediante el aumento de la irritabilidad, la inactividad, la pérdida de apetito, los problemas de sueño, la autoagresión, etc. Esta falta de certeza y reacciones adversas genera una situación familiar de alteración de la vida cotidiana y desconcierto, además de comenzar a realizar una serie de consultas a psiquiatra, otorrinolaringólogo, neurólogo, clínico, entre otros especialistas. Dicha situación puede ser previsible mediante controles odontológicos periódicos, derivación temprana a exámenes bucales por parte de médicos y/u otros especialistas tratantes, interconsulta con odontólogo ante cambios de conducta o autoagresión. La prevención y el cuidado de la salud dental en los pacientes con discapacidad favorecen el mantenimiento de la salud general y proporcionan una mayor calidad de vida. La intervención del odontólogo en patologías ya instaladas consiste en la eliminación de la sintomatología, detención y tratamiento de las lesiones, restauración de la función y la estética.

El ciudadano como actor social : debatiendo la participación en el estado actual

El presente artículo analiza desde sus orígenes la conceptualización de la ciudadanía y el impacto de su ejercicio en el ámbito político y social de las sociedades, las respuestas que los Estados modernos han ido dando a las demandas planteadas al constituirse los ciudadanos en actores sociales luchando por sus derechos; los enfoques de diversos autores sobre el contenido de la condición ciudadana tanto en las sociedades modernas como en las actuales y los profundos cambios que la globalización y la cultura posmoderna han producido en la caracterización del ciudadano. Plantea el desarrollo de la ciudadanía en la República Argentina y las distorsiones en su ejercicio producidas por los cambios societales y políticos ocurridos a fines del siglo pasado y principio del presente, a partir de una nueva configuración social marcada por la pobreza y la exclusión; compara los tipos ciudadanos con los modelos societales a que da lugar cada uno y el papel a desempeñar por el Estado ante las demandas como actores sociales que plantea el individuo en los respectivos modelos.