Abstract Universal Design for Learning (UDL) is a developing educational approach that aims to improve learning for all students without having to make significant modifications to the curriculum. This concept has been progressively incorporated into pedagogical debates and education regulations. Along this line, some publications have illustrated the efficacy of UDL in terms of access, participation, and commitment to learning processes, especially in the case of students with disabilities. To the best of our knowledge, this work provides the first systematic review of relevant academic literature that enhances our understanding of how UDL was integrated into teacher education processes. The sample consisted of a total of 88 documents retrieved from the WOS and SCOPUS databases and published between 2008 and 2022, all of which analyze the incorporation of Universal Design for Learning into initial and in-service teacher education processes. The results point to a dominant approach grounded on a problematic association of UDL with students with disabilities or learning difficulties. This narrow view restricts how teachers apply inclusive practices in classrooms, calling for a broader interpretation of UDL. The study contributes to fostering discussions about Universal Design for Learning (UDL) as a whole, including the dominant perspective projected in how it is understood and applied in teacher education and classrooms. It envisions new, more inclusive scenarios for the development of educational approaches that support all learners, fostering a truly inclusive learning environment.

Resumen El Diseño Universal para el Aprendizaje (DUA) es un enfoque educativo en desarrollo que persigue mejorar el aprendizaje de todo el alumnado sin tener que recurrir a modificaciones significativas del currículo. Progresivamente, este concepto se ha incorporado a los debates pedagógicos y a la normativa educativa más actual. En esta línea, algunas publicaciones han ilustrado la eficacia del DUA en términos de acceso, participación y compromiso con los procesos de aprendizaje, especialmente en el caso del alumnado con discapacidad. Este trabajo presenta, para nuestro conocimiento, la primera revisión sistemática de la literatura que ayuda a comprender bajo qué enfoques se integra el DUA en los procesos de formación docente. La muestra contó con un total de 88 documentos recogidos en las bases de datos WOS y SCOPUS y publicados entre 2008 y 2022. Todos ellos analizan la incorporación del Diseño Universal para el Aprendizaje en los procesos de formación inicial y permanente del profesorado. Los resultados apuntan a un enfoque dominante basado en la vinculación del DUA con los estudiantes con discapacidad. Esta visión restringe la forma en que los profesores aplican prácticas inclusivas en las aulas, lo que exige una interpretación más amplia y comprensiva del DUA. El estudio contribuye a fomentar el debate sobre el Diseño Universal para el Aprendizaje (DUA) en su conjunto, incluida la perspectiva dominante proyectada en la forma de entenderlo y aplicarlo en la formación del profesorado y en las aulas. Además, prevé nuevos escenarios más inclusivos para el desarrollo de enfoques educativos que apoyen a todos los alumnos, fomentando un entorno de aprendizaje verdaderamente inclusivo.

Despite significant technological advancements, there continues to be a considerable communication gap between individuals with hearing disabilities and the rest of society. This gap is exacerbated by the fact that the development and research of technologies, such as caption glasses, aimed at bridging this divide, primarily focus on sign languages used in countries with prominent tech industries, including European countries and USA. Consequently, there is a lack of resources and attention devoted to sign language recognition and translation systems for languages spoken in Africa. This research addresses this issue by concentrating on twenty-two common gestures in Kinyarwanda sign language. Through extensive exploration and evaluation of various machine learning algorithms, the study identifies the most effective approach for recognizing and translating these gestures. To validate the effectiveness of the developed system, real-world Kinyarwanda sign language video data is utilized for thorough training and testing. The research successfully culminates in the creation of a functional web application capable of accurately recognizing the 22 Kinyarwanda sign language gestures, both in live video feeds and recorded videos. This achievement represents a significant outcome of the research, as it addresses the specific needs of the Kinyarwanda signing community. By providing a reliable and accessible tool for gesture recognition and translation, the research contributes to narrowing the communication gap between individuals with hearing disabilities who use Kinyarwanda sign language and the wider society. OPEN LICENSE: CC-BY

RESUMEN La presente investigación responde a la necesidad de perfeccionar la formación continua de los docentes de la Educación Básica Primaria para contribuir a la inclusión educativa de estudiantes con Discapacidad Intelectual en el contexto colombiano. Para ello se proponen requerimientos metodológicos donde se tiene en cuenta las experiencias formativas, las necesidades de los docentes y la realidad de la institución caracterizada por el aprendizaje situado en estrecho vínculo con el Proyecto Educativo Institucional.

ABSTRACT This research responds to the need to improve the continuous training of Primary Basic Education teachers to contribute to the educational inclusion of students with Intellectual Disabilities in the Colombian context. For this, methodological requirements are proposed that take into account training experiences, the needs of teachers and the reality of the institution characterized by learning located in close connection with the Institutional Educational Project.

BACKGROUND: The growing reliance on digital learning in South Africa, partly because of the emergence of the coronavirus disease 2019 (COVID-19) and 4IR technologies, risks excluding students with disabilities (SwDs) if measures to adequately support them are not in place OBJECTIVES: The study aims to identify gaps in knowledge, policies, practices and resources, which could impede the full engagement of SwDs. This article utilises the conceptual framework for inclusive digital learning, which comprises three categories of concepts related to inclusive digital learning: (1) defining attributes, (2) antecedents (necessary conditions) and (3) consequences (results). The framework is applied to synthesise the literature, determine the framework's efficacy, feasibility, and suitability, and demonstrate its value and utility in the actual implementation of inclusive and high-quality higher education for SwDs in South Africa during this era of digital learning METHOD: This study reviewed 22 articles (2020-2023) on disabilities, higher education, and digital learning identified through Google Scholar using Boolean operators RESULTS: The study reveals significant gaps in South African higher education research on institutional policies related to digital access, capacity development, and disability inclusion in teaching and curriculum design CONCLUSION: The challenges facing SwDs and the existing research gaps imply that most higher education institutions lack the theoretical knowledge, policies, resources, infrastructure and staff capacity to support SwDs CONTRIBUTION: This study exposes gaps in the literature and recommends further research on higher education policies and to establish the potential for policy reform to better support SwDs in the current era of digital learning

RESUMO Objetivo: O objetivo deste estudo foi realizar a correlação genótipo-fenótipo entre os resultados de cariótipos e as alterações neurológicas e psiquiátricas apresentadas em pacientes com síndrome de Turner (ST). Métodos: Um estudo retrospectivo foi conduzido nos registros médicos de 10/140 pacientes com ST e deficiências neuropsicológicas atendidos pelo Serviço de Genética Clínica de um hospital do sul do Brasil. Ademais, uma revisão foi realizada pelas plataformas científicas PubMed e Biblioteca Virtual em Saúde (BVS) de artigos publicados entre 1o de janeiro de 2012 e 1o de janeiro de 2023. Foram selecionados 14 artigos em uma análise em duas etapas. Resultados: Nossa pesquisa mostrou potencial correlação entre alterações neurológicas e psiquiátricas em pacientes com ST. Esses achados corroboram os descritos por outros autores — como a elevada prevalência de dificuldades de aprendizagem ou intelectuais. Entretanto, nossa amostra encontrou mais episódios convulsivos do que os descritos em outros estudos. Conclusões: A correlação estabelecida pode ser devida ao efeito dose-dependente do cromossomo X, visto que nossa revisão sugere que o número de cromossomos sexuais ou o desenvolvimento hormonal está associado a habilidades ou deficiências verbais, sociais e cognitivas. Objetivo genótipofenótipo genótipo fenótipo . (ST) Métodos 10140 10 140 10/14 Brasil Ademais BVS (BVS 201 2023 1 etapas Resultados intelectuais Entretanto estudos Conclusões dosedependente dose dependente X verbais cognitivas (ST 1014 10/1 20 202 101 10/ 2

ABSTRACT Objective: The objective of this study was to establish the genotype-phenotype correlation between karyotype results and the neurological and psychiatric alterations presented in patients with Turner syndrome (TS). Methods: A retrospective study was conducted on the medical records of 10/140 patients with TS and neurophysiological abnormalities seen at a university hospital in southern Brazil. In addition, a literature review spanning the period from January 1, 2012 to January 1, 2023 was carried out using the PubMed and Virtual Health Library databases. Results: Our study showed a potential correlation between neurological and psychiatric alterations in patients with TS. These findings are in accordance with those described in literature such as a high prevalence of learning or intellectual disabilities. However, our sample found more seizure episodes than those reported in other studies. Conclusions: The correlation established could be due to X chromosome dose–effect, as the review suggests that sex chromosome number and hormonal development can be associated with verbal, social, and cognitive skills or impairments. Objective genotypephenotype genotype phenotype . (TS) Methods 10140 10 140 10/14 Brazil addition 1 201 202 databases Results disabilities However studies Conclusions doseeffect dose effect dose–effect verbal social impairments (TS 1014 14 10/1 20 101 10/ 2

RESUMO Objetivo: A dificuldade de aprendizagem é causa de abandono escolar, redução de renda e risco de encarceramento. O pediatra é um profissional-chave para o diagnóstico e prevenção desse desfecho. O objetivo deste estudo foi detectar precocemente e referir crianças com dificuldade de aprendizagem encaminhadas da escola. Métodos: O protocolo incluía a realização de anamnese com os pais; teste de Snellen, audiometria e processamento auditivo central; encaminhamento para fonoaudiólogo, oftalmologista, otorrinolaringologista, psiquiatra, psicólogo e neurologista se necessário; teste de rastreio validado para leitura, escrita e matemática; relatório final com a suspeita diagnóstica, encaminhamento para profissionais e adequação curricular. Resultados: Em um ano foram avaliados 15 pacientes, com média de idade 10,3 anos, 80% do sexo masculino e mediana de série escolar quarto ano. O relatório foi entregue para pais em média após 6,4 meses. Alterações visuais e de processamento auditivo foram observadas em 35,7 e 100%, respectivamente. O resultado para escrita e leitura foi abaixo da média em sete crianças e na média em duas; para matemática, cinco crianças ficaram abaixo da média, uma na média e uma acima da média. Seis crianças não eram alfabetizadas e as suspeitas diagnósticas foram transtorno do espectro autista, déficit de atenção e hiperatividade, transtorno desafiador opositivo, deficiência intelectual ou inteligência borderline. Conclusões: O protocolo ajudou a identificar causas orgânicas de dificuldade de aprendizagem, quantificou a dificuldade e produziu um relatório com suspeita diagnóstica e encaminhamentos necessários para auxiliar no tratamento das crianças. Estudos com maiores populações e grupo controle são necessários para validar o protocolo. Objetivo encarceramento profissionalchave profissional chave desfecho escola Métodos Snellen central fonoaudiólogo oftalmologista otorrinolaringologista psiquiatra necessário matemática curricular Resultados 1 pacientes 103 10 3 10, anos 80 64 6 4 6, meses 357 35 7 35, 100 100% respectivamente duas autista hiperatividade opositivo borderline Conclusões 8

ABSTRACT Objective: Learning disability leads to school dropout and low self-esteem in childhood, low socioeconomic status, increased criminality, and incarceration in adulthood. Pediatricians are key professionals who can diagnose and prevent this. The objective of the study was the early detection and reference of children with learning disabilities as identified by their schoolteachers. Methods: The protocol included: specific anamnesis with parents; Snellen test; audiometry and central auditory processing test; referral to speech therapists, ophthalmologists, otorhinolaryngologists, psychiatrists, psychologists, and neurologists if necessary; validated screening tests to evaluate literacy and mathematics reasoning skills; and development of a report for parents and teachers on the suspected diagnosis, professional referral, and curricular adjustments. Results: A total of 15 patients were evaluated in 1 year, with a mean age of 10.3 years, median school fourth grade, and mostly males (80%). The time for final report delivery was 6.4 months. Visual impairment was identified in 35.7% and central auditory processing impairment in 100% of patients. For writing and reading skills, seven children had below average and two children had average scores; for mathematics skills, five had below average, one average, and one higher score. Six children were illiterate and were suspected of having autism spectrum disorder, attention-deficit hyperactivity disorder, oppositional defiant disorder, intelligence disability, or borderline intelligence coefficient. Conclusions: A specific protocol helped to identify sensory organ impairments and psychological and psychiatric conditions, quantify school hardship, and provide a report with a suspected diagnosis and referral for treatment of learning disabilities. Larger population studies and a control group are necessary to validate this protocol. Objective selfesteem self esteem childhood status criminality adulthood schoolteachers Methods included test therapists ophthalmologists otorhinolaryngologists psychiatrists psychologists skills adjustments Results year 103 10 3 10. years grade 80%. 80 80% . (80%) 64 6 4 6. months 357 35 7 35.7 100 scores score disorder attentiondeficit attention deficit coefficient Conclusions conditions hardship 8 (80% 35. (80 (8 (

Resumo Introdução: Pessoas com deficiência intelectual apresentam dificuldades na comunicação, linguagem, esquema corporal e funções executivas, devido às lacunas no seu desenvolvimento. Tais dificuldades trazem grandes impactos no processo de aprendizagem escolar, especialmente no período de alfabetização. Desse modo, o professor necessita de conhecimentos específicos e práticas inclusivas que possibilitem o progresso no desempenho escolar e contemplem habilidades preditoras para o sucesso na alfabetização. Objetivo: Desvelar a atuação prática de educadoras sobre a alfabetização fônica de escolares com deficiência intelectual. Método: Trata-se de uma pesquisa de caráter qualitativo, na qual participaram 17 educadoras de uma escola municipal pública da cidade de SalvadorBA. As participantes foram entrevistadas por meio de uma entrevista semiestruturada individual. Todas as entrevistas foram gravadas e transcritas na íntegra, sendo realizados registros em diário de campo. Resultados: A análise de conteúdo das falas das educadoras, possibilitou a identificação de três categorias temáticas: 1. Jornada de trabalho do professor; 2. Consciência fonológica para a alfabetização; 3. Atuação prática na alfabetização de escolares com deficiência intelectual. Considerações: As educadoras demonstraram ter experiência e conhecimento na alfabetização fônica de escolares com deficiência intelectual. Suas práticas são pautadas na estimulação de habilidades de consciência fonológica, de forma lúdica e diversificada. Nota-se a importância do investimento na formação continuada do professor, especialmente alinhando os saberes da saúde e educação para uma prática baseada em evidências.

Summary Introduction: People with intellectual disabilities have difficulties in communication, language, body scheme and executive functions, due to gaps in their development. Such difficulties bring great impacts on the school learning process, especially in the literacy period. Thus, the teacher needs specific knowledge and inclusive practices that enable progress in school performance and include predictive skills for success in literacy. Purpose: To reveal the practical work of educators on the phonic literacy of students with intellectual disabilities. Methods: This is a qualitative research, in which 17 educators from a public municipal school in the city of Salvador-BA-Brazil participated. The participants were interviewed through an individual semi-structured interview. All interviews were recorded and transcribed in full, with records being made in a field diary. Results: The content analysis of the educators’ statements enabled the identification of three thematic categories: 1. Teacher’s workday; 2. Phonological awareness for literacy; 3. Practical action in the literacy of students with intellectual disabilities. Considerations: The educators demonstrated to have experience and knowledge in the phonic literacy of students with intellectual disabilities. Its practices are based on the stimulation of phonological awareness skills, in a playful and diversified way. It is noted the importance of investing in continuing education for teachers, especially aligning knowledge of health and education for an evidence-based practice.

Abstract Results of a research registered in the Institute for Research in Education (INIE) of the University of Costa Rica, carried out between the years 2022-2023, are presented. It includes data that refers to the specific objective of recognizing the role of the family in the educational processes that are implemented by the Costa Rican Ministry of Public Education for children with disabilities and developmental risks, since birth to six years of age, according to the perspective of professionals in Special Education and Guidance Counseling. The methodology used corresponds to the qualitative approach, with descriptive scope and phenomenological method. Semi-structured interviews were conducted with a group of nine Special Education teachers and eight Guidance counselors from different regions of the country. The information was analyzed using the Atlas.ti 23 tool, which allowed the reduction and organization of the findings into four subcategories: Entry into the service, family involvement, pedagogical strategies, and recommendations. The results allow us to conclude the relevance of family participation and involvement in the development and learning of early childhood students. It is evident the urgency of applying the principles of a family-centered approach for educational care. It is recommended to conduct professional updating processes of early childhood set by the social model of disability, which will provide with opportunities for the development and care of the student population attending the early education services.

Resumen Se presentan resultados de una investigación inscrita en el Instituto de Investigación en Educación (INIE) de la Universidad de Costa Rica, realizada entre los años 2022 y 2023. Incluye los datos referidos al objetivo específico de reconocer el papel de la familia en los procesos educativos de niñas y niños con discapacidad y riesgo en el desarrollo, desde el nacimiento hasta los seis años que asisten a los servicios educativos del Ministerio de Educación Pública de Costa Rica, según la perspectiva de profesionales en Educación Especial y Orientación. La metodología utilizada corresponde al enfoque cualitativo, con alcance descriptivo y método fenomenológico; se aplicó la técnica de entrevista semiestructurada, a nueve profesionales en Educación Especial y ocho de Orientación de instituciones educativas de diferentes regiones del país. La información se analizó utilizando la herramienta Atlas.ti 23, que permitió la reducción y organización de los hallazgos en cuatro subcategorías: ingreso al servicio, involucramiento de la familia, estrategias pedagógicas y recomendaciones. Los resultados permiten concluir la relevancia de la participación e involucramiento familiar en el desarrollo y aprendizaje del estudiantado de primera infancia. Se evidencia la urgencia de aplicar los principios del enfoque centrado en la familia para la atención educativa. Se recomienda realizar procesos de actualización profesional en atención temprana desde el modelo social de la discapacidad que contribuirán con oportunidades de desarrollo y atención de la población estudiantil que asiste a los servicios.

Universities have historically had ableist leanings that exclude people with disabilities. Yet, people with disabilities have a right to attend institutions of higher education, as does everyone else. What is called for is that institutions transform towards disability inclusion. The purpose of this article is to use the case study of research conducted at University of Cape Town (UCT) to suggest strategies for disability inclusion in institutions of higher education. The research question was: What does research carried out at UCT on disability inclusion related to staff, students, and curriculum tell us about strategies that have been used to achieve inclusion, the effectiveness of these strategies and what recommendations can be made for increasing the level of disability inclusion and equity at UCT? A scoping review of the literature on disability inclusion at UCT was conducted. Selected literature was thematically analysed based on the research question and aligned to the strategic goals of UCT. Four emergent themes are presented: including disability in the decolonial discourse, collaborating to enhance disability inclusion, enhancing disability inclusive social responsiveness, and other strategies to enhance systemic change towards disability inclusion. UCT has made significant strides to include students with disabilities, yet there is much still to be achieved. Disability inclusion in institutions of higher learning is not only about ensuring accessibility, but is also about addressing how disability is understood and how it is included in the curriculum.

Die politiese en sosiale omgewings waarin leerders met gestremdhede leef, veroorsaak dikwels meer beperking van die individuele vermoëns van dié leerders as die gestremdheid self (Capri et al., 2018:2). Eweneens word wiskundige denke vir leerders wat verstandelik erg gestremd is dikwels tot konkretisering en memorisering beperk, wat neig om begrip te ondermyn. Hierdie studie is onderneem teen die agtergrond van 'n tekort aan metodologiese riglyne vir die onderrig van wiskunde in die nuwe aangepaste kurrikulum vir leerders wat verstandelik erg gestremd is. Konteksryke wiskundetake ter ontwikkeling van wiskundige denke by leerders wat verstandelik erg gestremd is, is tydens die studie gebruik. 'n Kwalitatiewe navorsingsbenadering is gevolg waarin empiriese data gegenereer is deur middel van drie aksienavorsingsiklusse. Data is deur semi-gestruktureerde fokusgroep-onderhoude, veldnotas, 'n literatuuroorsig en leerderwerk ingesamel. Die literatuuroorsig is onderneem om 'n onderrig- en teoretiese raamwerk vir die studie te skep. Vygotsky (1978:6) se sosiokulturele teorie is as teoretiese raamwerk gebruik omdat dit die belangrikheid van sosiale interaksies en bemiddelde leer uitlig. Die Realiteit, Abstraksie, Wiskunde en Refleksie (RAWR)-onderrigraamwerk van Cooper en Carter (2016:177) word as didaktiese raamwerk vir 'n praktiese aanslag tot wiskundeonderrig in die studie aangewend. Volgens die data van die fokusgroeponderhoud met vyf opvoeders, beskik leerders met intellektuele gestremdheid oor beperkte getalbegripkennis. Dié opvoeders het ook aangedui dat hul keuse van leertake slegs getalfeite, rekenvlotheid, memorisering en onderrig met konkrete apparaat insluit. Data uit die fokusgroeponderhoud met twee wiskundespesialiste wat in spesiale onderwys werksaam is, het opvoeders in die navorsingskool se beperkte didaktiese kennis vir wiskundeonderrig aan leerders wat verstandelik erg gestremd is, uitgewys. Gebaseer op hierdie data is 'n onderrigingreep ontwerp en vir ses maande geïmplementeer. Die tien leerders wat by die onderrigingreep betrek is, se geleefde ervaringe is as agtergrond by wiskundeprobleme ingesluit om konteksryke take te ontwerp. Die riglyne wat uit die navorsing spruit, het tot gevolg dat lewensegte kontekste waarin wiskundige probleemtipes ingebed is, nuttig gebruik kan word in gespreksryke leerervarings vir leerders wat verstandelik erg gestremd is. Só 'n benadering het die potensiaal om wiskunde vir leerders wat verstandelik erg gestremd is meer betekenisvol te maak, hulle beheersing van kontekste te verbeter, en kritiese denke te ontwikkel. Bevindinge uit die aksienavorsingsproses kan aangepas word vir soortgelyke wiskundeonderrigpraktyke.

The political and social environments in which learners with disabilities live often cause more limitation on the individual abilities of these learners than the disability itself (Capri et al., 2018:2). Likewise, mathematical thinking for learners who are severely mentally disabled is often limited to concretisation or memorisation, which tends to undermine mathematical number sense. This study was undertaken against the background of a lack of methodological guidelines for the teaching of mathematics in the new adapted curriculum for learners who are severely intellectually disabled. Context-rich mathematics tasks for the development of mathematical thinking in learners who are severely intellectually disabled were used during the study. A qualitative research approach was followed in which empirical data were generated through three action research cycles. Data were collected through in-depth discussions, field notes, a literature review and learner work. Vygotsky's (1978:6) sociocultural theory was used as a theoretical framework because it highlights the importance of social interactions and mediated learning. The Reality, Abstraction, Mathematics and Reflection (RAMR) framework of Cooper and Carter (2016:177) is used as a didactic framework for a practical approach to mathematics education in the study. According to the data from in-depth discussions with five educators, learners with intellectual disability are perceived to have limited number sense knowledge. These educators also indicated that their choice of learning tasks only included number facts, arithmetic fluency, memorisation, and teaching with concrete apparatus. Data from the in-depth discussions with two mathematics subject advisors working in special education pointed out educators'limited didactical knowledge for teaching mathematics to learners who are severely intellectually disabled. Based on these data, a teaching intervention was designed and implemented for six months. The purpose was to investigate the effect on participation and learning of changing the researcher's practice to focus on mathematical reasoning in context rich tasks. The lived experiences of the ten learners who were involved in the teaching intervention were included as a background to mathematics problems to design context-rich tasks. The guidelines from the research entail that real-life contexts in which mathematical problem types are embedded are conducive to learning experiences that are rich in discussion for learners who are severely intellectually disabled. Such an approach has the potential to make mathematics more meaningful to learners who are severely intellectually disabled, improve their mastery of contexts, and develop critical thinking. Findings from the action research process can be adapted to similar mathematics teaching practices.

Resumen Objetivo: en Colombia, existe una brecha importante entre la reglamentación relacionada con el reconocimiento de derechos, inclusión y mecanismos para la protección de los niños con discapacidad y la implementación de la norma. En este contexto, el objetivo de este estudio fue explorar las representaciones sociales de la parálisis cerebral en madres de niños con parálisis cerebral. Metodología: se realizó un estudio cualitativo bajo el enfoque estructuralista de las representaciones sociales para caracterizar el contenido y la organización de las representaciones sociales de la parálisis cerebral de madres de niños con parálisis cerebral que consultaron a un centro de neurorrehabilitación en Cali, Colombia entre enero y febrero de 2022. Como técnicas de recolección se utilizaron el listado libre y el cuestionario de pares. Resultados: para las madres la parálisis cerebral es la alteración de movimiento que junto con la dificultad de aprendizaje y comunicación generan gran demanda de atención por parte del cuidador acompañado de sentimientos de resignación ante las secuelas de la lesión en el cerebro y la discriminación social percibida. Conclusiones: las representaciones sociales sobre la parálisis cerebral dejan percibir una visión negativa y poco esperanzadora de recuperación, así como resiliencia por parte de los cuidadores.

Abstract Objective: In Colombia, there is a significant gap between the regulations related to the recognition of rights, inclusion, and mechanisms for the protection of children with disabilities and the implementation of the law. In this context, the aim of this study was to explore the social representations of cerebral palsy in mothers of children with cerebral palsy. Methodology: We collected information from mothers with children with cerebral palsy who consulted a neurorrehabilitation center in Cali, Colombia between January and February 2022 using the free list and the peer questionnaire. Results: For mothers, cerebral palsy is a movement disorder that, together with learning and communication difficulties, generates a great demand for care by the caregiver, accompanied by feelings of resignation in the face of the consequences of the brain injury and perceived social discrimination. Conclusions: The social representations on cerebral palsy reveal a negative and hopeless view of recovery, as well as resilience on the part of caregivers.

Resumo Objetivo: Na Colômbia, existe uma brecha importante entre a regulamentação relacionada ao reconhecimento de direitos, inclusão e mecanismos para a proteção dos meninos com deficiência e a implementação da norma. Neste contexto, o objetivo deste estúdio pode explorar as representações sociais da paralisia cerebral em mães de crianças com paralisia cerebral. Metodologia: Recolha a informação das madres com crianças com paralisia cerebral que consulte um centro de neurorreabilitação em Cali, Colômbia entre enero e febrero de 2022 usando o listado livre e o guia de pares. Resultados: Para as mães a paralisia cerebral é a alteração de movimento que se junta com a dificuldade de aprendizagem e comunicação gera grande demanda de atenção por parte do cuidador acompanhado de sentimentos de resignação antes das seqüelas da lesão no cérebro e na discriminação percepção social. Conclusões: Las representaciones sociales sobre la paralisis cerebral dejan ver una visão negativa y poco esperanzadora de recuperação, así como resiliência de parte de los cuidadores.

ABSTRACT The dizzying development of the scientific-technical revolution and its impact on the educational sphere require the continuous improvement of the directors of special education educational institutions, since it is their responsibility to scientifically direct the educational processes, advise teachers, families and coordinate with the socio-educational agents of the school network to achieve in students the development of practical-social skills and quality learning for life, so that they graduate fit and capable of interacting appropriately in their socio-family environment. Hence, the need to implement actions aimed at the professional improvement of the director. The article exposes a pedagogical improvement strategy to transform the modes of action of special education managers in the direction of scientific-methodological work aimed at the development of self-determination skills in students with intellectual disabilities. Theoretical and empirical methods were used to identify and solve the improvement needs of managers. The novelty of the strategy lies in the articulated conception of the different forms of improvement, established in Advanced Education, from the municipality's work system, with a systemic, planned and conscious character. With its implementation, the professional and personal performance of the managers and students was improved, who graduated with the empowerment of skills for making decisions, making choices, solving problems and establishing goals and objectives.

RESUMO O vertiginoso desenvolvimento da revolução técnico-científica e o seu impacto na esfera educativa exigem o aperfeiçoamento contínuo dos dirigentes das instituições de ensino de educação especial, uma vez que lhes compete dirigir cientificamente os processos educativos, aconselhar os professores, as famílias e coordenar com o sector sócio-económico. -os agentes educativos da rede escolar conseguirem nos alunos o desenvolvimento de competências prático-sociais e uma aprendizagem de qualidade para a vida, para que se formem aptos e capazes de interagir adequadamente no seu ambiente sócio-familiar. Daí a necessidade de implementar ações que visem ao aperfeiçoamento profissional do diretor. O artigo expõe uma estratégia de aprimoramento pedagógico que visa transformar os modos de atuação dos gestores de educação especial para direcionar o desenvolvimento de competências de autodeterminação em alunos com deficiência intelectual. Métodos teóricos e empíricos foram utilizados para identificar e solucionar as necessidades de melhoria dos gestores. A novidade da estratégia reside na concepção articulada das diferentes formas de melhoria, estabelecidas na Educação Avançada, a partir do sistema de trabalho do município, com caráter sistêmico, planejado e consciente. Com a sua implementação, melhorou-se o desempenho profissional e pessoal dos gestores e alunos, que se formaram com a capacitação de competências para tomar decisões, fazer escolhas, resolver problemas e estabelecer metas e objetivos.

RESUMEN El vertiginoso desarrollo de la revolución científico técnica y su incidencia en la esfera educacional exigen de la superación continúa de los directores de las instituciones educativas de la educación especial, pues a ellos les corresponde dirigir científicamente los procesos educativos, asesorar a docentes, familias y coordinar con los agentes socioeducativos de la red escolar para lograr en los educandos, el desarrollo de habilidades prácticas - sociales y un aprendizaje de calidad para toda la vida, de manera que egresen aptos y capaces de interactuar adecuadamente en su entorno socio familiar. De ahí, la necesidad de implementar acciones orientadas a la superación profesional del director. El artículo expone una estrategia pedagógica de superación dirigida a transformar los modos de actuación de los directivos de la educación especial para direccionar el desarrollo de habilidades de autodeterminación en los educandos en situación de discapacidad intelectual. Fueron empleados métodos del nivel teórico y empírico para la identificación y solución de las necesidades de superación de los directivos. La novedad de la estrategia radica en la concepción articulada de las diferentes formas de superación, establecidas en la Educación de Avanzada, desde el sistema de trabajo del municipio, con un carácter sistémico, planificado y consiente. Con su implementación se perfeccionó el desempeño profesional y personal de los directivos y los educandos quienes egresaron con el empoderamiento de habilidades para la toma de decisiones, la realización de elecciones, la resolución de problemas y el establecimiento de metas y objetivos.

Resumen El artículo plantea los resultados de una investigación realizada entre 2020 y 2022 por parte de dos tutoras de la cátedra de Psicopedagogía de la Universidad Estatal a Distancia, con el objetivo de analizar la atención recibida por la población estudiantil con discapacidad que enfrenta barreras para el aprendizaje en tiempos de la pandemia por el COVID-19 y las estrategias usadas por el personal docente para orientar a las familias en el acompañamiento a la población. A nivel metodológico, la investigación se enmarcó en un enfoque cualitativo, que utilizó como principal insumo la entrevista semiestructurada con 20 docentes y 20 familias de 12 instituciones públicas de primaria del Gran Área Metropolitana. El estudio revela que la pandemia tuvo un impacto en el proceso de aprendizaje de las personas estudiantes con discapacidad, quienes enfrentan barreras para el aprendizaje debido a la dificultad en la identificación e implementación de estrategias pedagógicas virtuales adecuadas a las condiciones de cada estudiante de acuerdo con su condición de discapacidad.

Résumé Cet article expose les résultats d'une recherche menée entre 2020 et 2022 par deux tutrices de la chaire de Psychopédagogie de l'Université d'État à Distance du Costa Rica. L'objectif était d'analyser l'attention accordée à la population étudiante en situation de handicap faisant face à des obstacles d'apprentissage pendant la pandémie de la COVID-19, ainsi que les stratégies utilisées par le personnel enseignant pour guider les familles dans le soutien à cette population. Au niveau méthodologique, la recherche s'est inscrite dans une approche qualitative, en utilisant comme principal input l'entrevue semi-structurée avec 20 enseignants et 20 familles de 12 institutions primaires de la Grande Zone Métropolitaine. L'étude révèle que la pandémie a eu un impact sur le processus d'apprentissage des étudiants en situation de handicap, lesquels font face à des obstacles à l’apprentissage en raison de la difficulté à identifier et à mettre en place des stratégies pédagogiques virtuelles adaptées aux conditions de chaque étudiant en fonction de son handicap.

Abstract The article presents the results of a research conducted between 2020 and 2022 by two tutors from the Chair of Psychopedagogy at the Distance State University of Costa Rica. The aim was to analyze the attention received by the student population with disabilities facing barriers to learning during the COVID-19 pandemic and the strategies used by teaching staff to guide families in supporting this population. Methodologically, the research adopted a qualitative approach, primarily using semi-structured interviews with 20 teachers and 20 families from 12 public primary institutions in the Greater Metropolitan Area. The study reveals that the pandemic had an impact on the learning process of students with disabilities, who encountered barriers due to difficulties in identifying and implementing virtual pedagogical strategies suitable for each student's condition based on their disability.

Abstract Sustainable Development Goals try to foster several targets for a better planet. Universities play a key role in providing access to tertiary education. Our teaching experience focuses on two SDGs: number 4 on quality education and number 10 on reduction of inequalities with the objective to build an inclusive and effective learning environment for students within quality education. Antitrust law was selected as part of the legal course to be taught with an innovative methodology. Our methodology consists of using the SCORM package due to the benefits it brings to the learning process and its management. Exe-Learning has been used as a tool to create the SCORM package. Social inclusion of people with some type of disability is enhanced with the content editor, contributing to the University's goal of reducing inequalities in diversity. One of the ways to eliminate disparities for the most vulnerable people, including people with disabilities, has been achieved by implementing accessibility elements, for integration of students from other cultures through a script that includes a language translator. Finally, from the material perspective of the subject, the horizontal guidelines on sustainability agreements are taught, which clarify that antitrust regulations do not hinder agreements between competitors that pursue a sustainability objective.

Resumen Mediante una investigación de tipo cualitativo, diseño descriptivo interpretativo y enfoque fenomenológico, se analizó la percepción de dieciséis estudiantes con discapacidad visual, sobre el acceso a material didáctico digital e integración de las Tecnologías de la Información y la Comunicación (TIC) por parte de los docentes, durante la enseñanza virtual por confinamiento por Covid- 19. La población de estudio pertenece a instituciones educativas inclusivas públicas y privadas del departamento peruano de Puno, de los cuales seis (6) presentan discapacidad visual severa y diez (10) discapacidad moderada, la entrevista individual semiestructurada se aplicó durante el último bimestre académico del año 2021 y el primer bimestre académico del año 2022. Los resultados evidencian limitaciones en el uso de recursos didácticos virtuales y TIC en los procesos de enseñanza-aprendizaje, limitando el aprendizaje de estudiantes con discapacidad visual, apremiando por políticas educativas que aborden la inmersión educativa de recursos tecnológicos inclusivos.

Abstract Through a qualitative research, descriptive interpretive design and phenomenological approach, the perception of sixteen students with visual disabilities on access to digital teaching material and integration of Information and Communication Technologies (ICT) by teachers was analyzed. Teachers, during virtual teaching due to confinement by Covid-19, the study population belongs to public and private inclusive educational institutions in the Peruvian department of Puno, of which six (6) have severe visual impairment and ten (10) have moderate disabilities, the semi-structured individual interview was applied during the last academic bimester of the year 2021 and the first academic bimester of the year 2022. The results show limitations in the use of virtual didactic resources and ICT, in the teaching-learning processes, limiting the learning of visually impaired students, urging educational policies that address the educational immersion of inclusive technological resources.