Mejorar día a día con la finalidad de conseguir una educación de calidad e inclusiva es el desafío presente en la institución educativa.  Precisamente, en aras de promover la educación que queremos, debemos determinar la brecha existente entre las prácticas y los ideales. La evaluación se convierte en una herramienta imprescindible para poder conocer donde nos encontramos y qué deberíamos cambiar para alcanzar nuestros fines. En este trabajo presentamos el proceso de autoevaluación llevado a cabo por cuatro centros de Educación Infantil y Primaria de la Región de Murcia con el deseo de conocer su realidad para cambiarla, mejorarla y fomentar la Inclusión en ellas. El instrumento utilizado ha sido la Guía de Autoevaluación de Centros para la Atención a la Diversidad desde la Inclusión (ACADI), en concreto la dimensión referida al Proceso Educativo. Su utilización ha permitido a las cuatro escuelas realizar un diagnóstico de la realidad presente en cada institución, e identificar las fortalezas y las debilidades existentes en los mismos con el fin de promover una educación para todos. El método utilizado consistió en una investigación evaluativa con carácter cooperativo, en la que se llevaron a cabo procesos de reflexión colegiados sobre la propia realidad y práctica, realizados desde el interior de la institución educativa por sus protagonistas. Los resultados del conjunto de los centros destacan como fortalezas la planificación y organización de la enseñanza, el respeto a los estilos de aprendizaje del alumnado y la evaluación tolerante. Las principales debilidades radican en la organización de la acción tutorial, el respeto a los ritmos y características individuales del alumnado, las relaciones centro-contexto-social y la implicación activa del alumnado en su propio aprendizaje. Se puede concluir indicando que conocer las posibilidades y las dificultades presentes en los centros es el primer paso a acometer para promover escuelas inclusivas

No abstract

No abstract

This paper presents a study carried out in a nursery and primary school in order to ascertain the level of self-assessment undertaken by teachers with respect to their educational processes using the ACADI instrument, School-based self-assessment of diversity awareness from an inclusive approach. The objective was to ascertain the strengths and weaknesses in the school in order to establish inclusive activities aimed at school improvement. The results show that the school is stronger in matters relating to the planning of teaching and weaker in those areas dealing with the active involvement of students in their own learning, which presents us with the key improvement actions to be established. General description of research questions, objectives and theoretical frameworkThis study is part of a large research project, 1 aimed at developing plans for improvement in nursery, primary and secondary schools in order to promote inclusive education in the Region of Murcia (Spain). In particular, we present the initial self-assessment of educational processes at one of the nursery and primary schools participating in the project. It was carried out collaboratively by teachers in order to ascertain their strengths and weaknesses. The results of this analysis have allowed schools to establish inclusive activities for school improvement.This research is based on the schools' reform movements, including their improvement plans; the aim of which is that quality education and successful schooling are a reality for the entire student body (Hargreaves and Fink, 2006;Muñoz-Repiso and Murillo, 2001;Santos Guerra, 2010;Waldron and Mcleskey, 2010). From the perspective of inclusive education and education for all, we wanted to know what was the initial context of the educational processes in the school in order to identify its circumstances and to make proposals for any necessary improvements towards greater inclusivity (Ainscow, 2015;Arnaiz, 2012;Rodrigues, 2013). Thus, we intended to ensure continuity and success for all students.The objectives were as follows:1. Analyse the characteristics of the school's educational processes through the ACADI instrument. 2. Identify the educational processes to be improved. 3. Establish proposals for action to improve educational practice in the school. Methodology ParticipantsThe school is located 6 km from the centre of the city of Murcia; all educational levels of nursery and primary are taught; it has a total of 137 pupils: 51 infants and 86 primary.The number of teachers who completed the self-assessment process was 17. Specifically, those taking part were: the management team (n3); second cycle of nursery (n4); first cycle of primary (n3); second cycle of primary (n2); third cycle of primary (n2); and the diversity support team (n3). InstrumentThe ACADI questionnaire, School-based self-assessment of diversity awareness from an inclusive approach (Arnaiz and Guirao, 2015), is divided into four parts: (a) School Context; (b) Resources; (c) Educational Processes; and (d) Results. This inst...

Research on traditional mindfulness-based interventions supports the position that they are effective in treating psychological problems and benefiting healthy people. However, more research is needed on the effectiveness of online interventions, a field that is growing and developing rapidly, especially with the onset of the pandemic, as many meditation groups have moved into cyberspace. There is little research on the difficulties that these groups face and the effectiveness of online mindfulness practice. In this work, we analyze the effects of the transition from training with physical presence to virtual training in mindfulness during the lockdown and subsequent period of social distancing due to SARS-CoV-2. Specifically, we analyze the changes in the means and the methodology and the effects of the transition to virtual presence; finally, we evaluate the results obtained through both training models. The investigation was carried out in a center where face-to-face training has been provided for twelve years and that, with the onset of the pandemic, moved its practice groups to cyberspace. The methodology is anthropological and is supported by quantitative and qualitative techniques. The results show that online training breaks the traditional chrono-topo complex and opens up new access possibilities, but limits bodily practices, decreases the intensity of the experience, and slows down the pace of learning. However, the effectiveness is maintained by showing equivalent result rates at the end of the training.