Hombres y mujeres del agua: adaptación y transformación del medio en la cultura anfibia Resumen Esta investigación muestra cómo los habitantes de La Mojana sucreña, en el norte de Colombia, viven, estacionalmente, bajo las inclemencias de las inundaciones. Para adaptarse a esta situación han modificado su estilo de vida, llevando así una supervivencia catalogada como anfibia. La geografía de esta región se pone de manifiesto por los cambios que el hombre hace a un medio físico, que por lo general se ensaña con él. Se tuvo en cuenta la observación directa y la apreciación de algunos integrantes de la comunidad de La Mojana (charlas, entrevistas, encuestas), con visitas de campo en dos épocas del año: sequía y lluvias. Se valoró especialmente cada una de las condiciones de vida y el accionar cultural de los habitantes. Lo que se pretendió entonces fue reconocer cómo el ser humano, bajo ciertas circunstancias de inundación, se ve en la necesidad de construir su propio espacio cultural para la convivencia, sobrevivencia y supervivencia. Abstract The current research shows how the inhabitants of the Mojana sucreña, in the northern region of Colombia, seasonally live under the inclement flooding. In order to adapt themselves to this situation, people from this region have changed their lifestyle, carrying a survival life mode classified as amphibious. The geography of this region reveals itself because of the changes that the human being makes to the phyisical environment, which generaly preys on him. Direct observations and points of view of some members of La Mojarra community, including talks, interviews and surveys, were applied. Field visits during the dry and wet season were done, taking into consideration the living conditions and cultural behavior of the inhabitants. With this project, it was intended to recognize how the human being, under flooding circumstances, sees himself in the need of constructing his own cultural space for cohabitation and survival.

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Research about Individualized Education Program (IEP) meeting outcomes indicates special educators are unprepared and uncertain about practices designed to encourage meaningful IEP team participation. In response to these challenges, we crafted a simulated IEP (SIEP) project for preservice special education teachers as part of their licensure program. Using research-based simulation guidelines, preservice special education teachers were required to prepare, participate, and debrief with IEP team member volunteers and professors about the process. To evaluate the social validity of the SIEP project, we conducted qualitative interviews with 60 graduates of the program. Findings revealed five major themes that highlight value in the experience, including (a) valuable preparation for the future, (b) practical application of educational theory, (c) a safe space to learn and make mistakes, (d) real-world practice collaborating as a team, and (e) an opportunity to gain meaningful feedback. Following the presentation of themes, we discuss implications for practice and future research.