Development and validation of EDU-COV-NEE-NEAE questionnaire to measure educational response, ICT usage and impact of COVID-19 pandemic on students with special educational needs

Rodríguez-Jiménez, María C.; Pérez Jorge, David; González-Contreras, Ana I.; Larumbe Zabala, Eneko

doi:10.1016/j.heliyon.2023.e19231

Cited by 3 publications

(2 citation statements)

References 35 publications

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“…Participants at all levels, including educational authorities, school administrators, and teacher-training institutions, must collaborate to create an ecosystem that supports the effective use of ICT in education [47]. This includes investing in infrastructure, providing ongoing training and professional development for teachers, and developing a core curriculum that integrates ICT in ways that enhance learning for all students, particularly those with SEN and SNES.…”

Section: Discussionmentioning

confidence: 99%

“…This questionnaire is structured as a Likert scale with four levels of response, ranging from 1 to 4 (1 = strongly disagree, 4 = strongly agree). In this study, we utilized an updated and validated version of this questionnaire, as outlined in [47], which refines the assessment for the specific context of the COVID-19 pandemic and its impact on students with Special Educational Needs (SEN) and Specific Educational Support Needs (SENS). The questionnaire evaluates the following factors:…”

Section: Instrumentsmentioning

confidence: 99%

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Challenges and Opportunities in Inclusive Education with ICT: Teachers’ Perspectives in the Canary Islands during the COVID-19 Pandemic

Pérez-Jorge,

González-Herrera,

Alonso-Rodríguez

et al. 2024

Education Sciences

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This study intends to explore the challenges and opportunities in inclusive education using Information and Technologies (ICTs) during the COVID-19 pandemic from the perspective of teachers based in the Canary Islands. It focuses on the digital division and the implications involved while examining the impact of health on students with special needs (SEN) and Specific Educational Support Needs (SENS). For this research, a validated questionnaire was used to assess educators’ perceptions and attitudes toward the use of ICT in inclusive education practices. It reveals insights into the need for enhanced ICT training, age and gender disparities perceived in ICT proficiency, and the essential role of continuous professional development for teachers. The study highlights the importance of developing inclusive and comprehensive training strategies, as well as the need for educational institutions to provide effective digital resources and platforms. The findings show that students perceive both their ICT skills and the effectiveness of remote teaching methods as moderate, thus emphasizing the necessity for strategic interventions and collaborative efforts to enhance digital competencies in this educational sector.

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Section: Discussionmentioning

confidence: 99%

Section: Instrumentsmentioning

confidence: 99%

Challenges and Opportunities in Inclusive Education with ICT: Teachers’ Perspectives in the Canary Islands during the COVID-19 Pandemic

Pérez-Jorge,

González-Herrera,

Alonso-Rodríguez

et al. 2024

Education Sciences

Self Cite

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Technological Tools as a Motivational Strategy in English Language Learning among University

Viteri,

Páez-Quinde

2024

2024 IEEE Integrated STEM Education Conference (ISEC)

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Inclusive School and the Impact of programs promoting socio-emotional Competencies Based on mindfulness in ADHD in Primary School Students

Teresa Isabel Costa De Oliveira Martins Matos,

González-Contreras,

Alonso-Rodríguez

et al. 2024

Salud, Ciencia y Tecnología

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Introducción: La educación inclusiva es una meta global para promover el éxito académico de todos los estudiantes, independientemente de sus condiciones o discapacidades. En Portugal, el Decreto-Ley No. 54/2018 reemplazó al Decreto-Ley No. 3/2008, estableciendo un nuevo marco legal para la educación inclusiva. Objetivos: Evaluar la percepción de los maestros/as de primaria en Portugal sobre la educación inclusiva y el impacto de los programas de mindfulness en estudiantes con Trastorno por Déficit de Atención con Hiperactividad (TDAH). Método: Estudio no experimental con análisis cuantitativo y cualitativo. Se utilizó un cuestionario en línea con 415 maestros y se realizó un grupo focal con 5 miembros de un centro escolar en Alto Alentejo. Resultados: Los maestros/as perciben mejoras en los procesos de inclusión y beneficios en la atención, control de impulsos y comportamiento de los estudiantes, especialmente aquellos con TDAH, en escuelas que aplican programas de mindfulness. Conclusiones: La integración de programas de mindfulness en el currículo de educación primaria sería beneficiosa, promoviendo habilidades socioemocionales y mejorando la inclusión de estudiantes con necesidades educativas especiales.

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Development and validation of EDU-COV-NEE-NEAE questionnaire to measure educational response, ICT usage and impact of COVID-19 pandemic on students with special educational needs

Cited by 3 publications

References 35 publications

Challenges and Opportunities in Inclusive Education with ICT: Teachers’ Perspectives in the Canary Islands during the COVID-19 Pandemic

Challenges and Opportunities in Inclusive Education with ICT: Teachers’ Perspectives in the Canary Islands during the COVID-19 Pandemic

Technological Tools as a Motivational Strategy in English Language Learning among University

Inclusive School and the Impact of programs promoting socio-emotional Competencies Based on mindfulness in ADHD in Primary School Students

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