Article History KeywordsTeacher training Lesbian Gay Bisexual Transgender Queer (or questioning) Intersex community Sex Education Affective sexual diversity.This research investigated the level of knowledge and perceptions of trainee teachers towards the LGBTQ + community. In order to achieve this, a descriptive study was carried out, with the objective of becoming aware of the expectations and preconceptions held by trainee teachers in the fourth year of their degree course in Primary and Infant Education during the 2018-2019 session. In addition, limitations of the educational approach and the keys to awareness and acceptance in school, of sexual and gender diversity, were also investigated. In order to collect the data a questionnaire instrument was used and a discussion group was also identified. The key results revealed that trainee teachers do understand the reality of this community and are disposed in favour of the acceptance of sexual and gender diversity in the classroom. In fact, they demonstrated the need for important training in order to provide an effective approach to sexually related material. Contribution/Originality:This study helps to make visible how education professionals are not trained to recognize and work on sexual and gender diversity in the classroom and avoid lesbo/homo/bi/transphobic behaviours that resulting in not achieving equality and real inclusion of the LGBTQ+ community.

Cochlear implantation has become increasingly accepted as an option for early implantation in the deaf. The aim of this study was to compare the opinions of 250 classroom teachers and 200 speech, language and hearing specialist teachers regarding the behavior and emotions of the students with cochlear implants using the Strengths and Difficulties Questionnaire (SDQ), which is divided between 5 scales: a) emotional symptoms, b) conduct problems, c) prosocial behavior, d) peer relationship problems, and e) hyperactivity/inattention. The results have shown that there are important discrepancies between the two, both in the externalization of conduct problems and in prosocial behaviors, although there are notable coincidences related to attention factors and to the exceptional presence of emotional symptoms of these students in new situations.

The fact of providing the adequate attention to the educational needs of students in the school context is a challenge that requires both from teachers and parents the development of a set of competencies to let them maximize their capacities both individually and socially. Objective: To design an instrument to evaluate the teachers' degree of knowledge regarding the treatment of diversity in secondary school centers and the effectiveness of the education response obtained from them. Sample: 101 teachers from five educational centers in the northern region of the island of Tenerife. Instrument: The questionnaire "Questionnaire on attitudes towards the attention to diversity and orientation processes in Obligatory Secondary Education (CADESO)". Conclusion: The internal consistency of the proposed instrument, in general terms, has been proved to be satisfactory. It can be stated that this questionnaire appears to be a useful and reliable instrument to measure the objectives proposed in the study.

Background:The comprehension of spoken language is based on the analysis of complex acoustic signals by the central auditory system. Cognitive declines and deficits in speech understanding are seen in aged individuals and also in the hearing impaired. The Time-Compressed Speech Test is a low redundancy central auditory processing test that evaluates the closure ability to recognise degraded acoustic speech, words, or sentences. Material and Methods:In this work, we evaluated the difficulties in understanding compressed speech. Volunteer patients, both with normal hearing and with hearing loss, took part in the experiments. Also a group of hearing aid users were included. The stimuli consisted of speech words that were either unmodified in duration or time-compressed and presented at the most comfortable level.Results: An inverse relationship was seen between the compression ratio and the capacity to identify correctly the words presented. Compressed words were worse perceived by hearing-aid users than by patients with flat audiograms and with a high-frequency hearing loss. Conclusions:In patients with a flat audiogram, a deficit in the mechanism of temporal resolution exists. Furthermore, hearing aids facilitate the audibility of sound even though they do not act efficiently with speech at high ratios of presentation. ЭФФЕКТ СЕНСОНЕВРАЛЬНОЙ ТУГОУХОСТИ ПРИ РЕЧЕВОМ ТЕСТЕ С ИСПОЛЬЗОВАНИЕМ ВРЕМЕННОЙ КОМПРЕССИИ РезюмеВведение: Понимание речи основывается на анализе комплексных акустических сигналов центральной слуховой системой. Когнитивные расстройства и недостатки в понимании речи наблюдаются у пожилых людей, а так же у людей с нарушениями слуха. Речевой тест при использовании временной компрессии -это тест на недостаток центральной слуховой обработки, который оценивает способность распознавания ухудшенной акустической речи, слов и предложений.Материал и методы: В данной работе мы провели оценку трудностей понимания речи в компрессии. Пациенты с нормальным слухом и с нарушениями слуха добровольно приняли участие в экспериментах. Так же была включена группа людей, носящих слуховые аппараты. Стимулом являлись слова речи, которые с одной стороны были не подданы изменениям длины, а с другой были слова, сжатые во времени. Все слова были представлены на наиболее комфортной громкости.Результаты: Была отмечена обратная связь между степенью компрессии и способностью правильного определения представленных слов. Сжатые слова хуже были приняты пациентами со слуховыми аппаратами, чем пациентами с аудиограммами в пределах нормы и нарушением слуха на высоких частотах.Заключение: Пациенты с аудиограммами в пределах нормы имеют дефицит механизмов временного разрешения. Более того слуховые аппараты облегчают слышимость звука, не смотря на то, что они не достигают максимальной эффективности в случае речи на высоких частотах.

Las limitaciones del Implante Coclear (IC) en condiciones acústicas adversas aconsejan el uso de sistemas de Frecuencia Modulada (FM) para mejorar la relación señal - ruido en entornos de aprendizaje auditivo - verbal. Estudios previos han mostrado como las condiciones acústicas de la mayoría de las aulas resultan aceptables para los alumnos normoyentes, sin embargo, estas condiciones son poco apropiadas para los alumnos con IC u otros tipos de Ayudas Técnicas Auditivas. En este estudio se lleva acabo una simulación de las competencias de identificación del habla de un grupo de alumnos de 1º de la ESO en función de las características acústicas del aula. El Índice de Audibilidad del Habla (Speech Audibility Index; SAI) obtenido para el aula analizada fue de un 52%. A partir de este índice SAI se lleva acabo una estimación de la percepción del habla para los alumnos normoyentes, con IC e IC+FM para la misma posición del alumno en el aula. Se estudia el reconocimiento del habla en tres condiciones de dificultad: (i) palabras de alta y baja familiaridad aisladas (ii) fonemas en sílabas y (iii) palabras de alta y baja familiaridad en frases sencillas y complejas. Los resultados muestran que las competencias lingüísticas de identificación del mensaje hablado obtenidos por los alumnos normoyentes son superiores al 92%. La estimación para los alumnos con IC mostró unas puntuaciones significativamente inferiores siendo del 34% en el reconocimiento de palabras noveles en frases complejas. Los resultados obtenidos con IC+FM mejoran de forma significativa el rendimiento lingüístico llegando al 80% en el reconocimiento de palabras noveles en frases complejas. Este estudio evidencia las barreras acústicas del aula analizada para los alumnos con IC y las ventajas de uso de sistemas de FM.