In this paper, we present an analysis of the implementation of measures of attention to diversity for students with special educational support needs studying Compulsory Secondary Education (12–16 years) in the Region of Murcia, Spain. Our aim is to learn about the organisational and curricular structures implemented in five secondary education schools with a total of 1967 students. These structures are used to deal with student diversity through common and specific measures of attention to diversity and are established by law. We intend to verify and assess whether these are properly and effectively implemented, providing a quality educational response in conformity with the discourse on inclusion and social cohesion. A review of existing legislation suggests that it may be advisable to apply common measures before specific ones in the event that a student has educational support needs and, if possible, in the usual context, that is, within the regular classroom.

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...

Esta obra es el compendio y la culminación de 35 años de trabajo del equipo del herbario de la Universidad Autónoma de Aguascalientes (1980-2020) con el proyecto “Flora del Estado de Aguascalientes”, encabezado por la maestra Margarita de la Cerda Lemus. Desde principios de la década de los ochenta se inició este proyecto, primero con un enfoque general para generar un conocimiento global de la flora, y posteriormente por familias o grupos particulares de plantas. Han participado en él más de 30 colaboradores, incluyendo profesores, alumnos con tesis y tesinas, y botánicos de otras instituciones como el INEGI (Instituto Nacional de Estadística y Geografía). El proyecto de “Inventario Florístico de familias selectas de Dicotiledóneas del Estado de Aguascalientes” fue apoyado por la CONABIO (Comisión Nacional para el conocimiento y uso de la Biodiversidad) mediante el convenio JF140, y permitió alcanzar la meta de completar en una buena proporción nuestra flora dicotiledónea y su posterior publicación. Se describen 102 familias, 548 géneros y 1 340 especies de todos los municipios del estado, recolectados durante 35 años de trabajo y ordenados en orden alfabético de familias, géneros y especies.