Gemma Pastor Cerezuela
Biographic Data
| ID | 1547324 |
|---|---|
| NAME | Gemma Pastor Cerezuela |
| GIVEN NAMES | Gemma Pastor |
| FAMILY NAME | Cerezuela |
| SIGNATURE | CEREZUELA G P |
| AFFILIATIONS | Universitat de València |
| ORCID | 0000-0002-4992-4701 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Dyslexia and dyscalculia in Ecuador. Prevalence study in school children
Introduction: Prevalence studies on specific learning disorders have reported significant variations. In Latin America, these percentages tend to be notably higher, with marked differences between school type and grade level. In Ecuador, research on this topic is very limited, making the present study an original contribution. Objective: This study reviews the prevalence of specific learning disorders in a random, stratified, probabilistic sample…
Debunking neuromyths
Teachers' beliefs in certain neuromyths about neurodevelopmental disorders can negatively impact the educational inclusion of students who present them. This study aims to analyse the prevalence of neuromyths about the health and the emotional competences of people with autism spectrum disorder (ASD) in pre‐service teachers; and to assess the possible contribution of university training to constructing accurate knowledge about autism. This preval…
Executive Functioning Profiles in Neurodevelopmental Disorders
Given the impact of EF deficits on the lives of children with ASD and ADHD and their families, it is crucial that studies like this enhance our understanding and inspire future interventions aimed at improving executive functions in children with ASD and ADHD. Such interventions could help reduce parental stress and improve daily functioning
Do labels matter? Analysis of teachers' self‐efficacy towards the autism spectrum disorder depending on the diagnostic label used ( ASD or Asperger's)
Changes in the classification of autism and Asperger's syndrome led to changes in social perception of ASD. Since last criteria, studies indicate higher levels of stigma towards ASD than towards Asperger's. These prejudices are barriers to inclusive education. Thus, it is relevant (1) to evaluate pre‐service teachers' self‐efficacy towards the label of ASD; (2) to evaluate pre‐service teachers' self‐efficacy towards the label of Asperger's and (3…
Análisis del impacto de un curso formación sobre educación inclusiva en las actitudes y la autoeficacia de futuros docentes
Attitudes and teacher’s self-efficacy are two relevant constructs to achieve the goals proposed by the inclusive education. Training turns out to be a determining factor to improve these two variables. Therefore, this study aims to examine the attitudes and self-efficacy towards inclusive education of a sample of pre-service teachers before and after having taken a subject on special educational needs; and to identify factors outside the universi…
Analysis of Spanish Parents’ Knowledge about ASD and Their Attitudes towards Inclusive Education
To make possible the inclusion of children with autism spectrum disorder (ASD) in mainstream settings, parental knowledge and attitudes towards the disorder play a key role between the home and the school setting. However, prior literature has not carried out an in-depth analysis of parents’ knowledge about ASD and their attitudes toward the inclusion of children with this diagnosis. This study examined the parental attitudes towards inclusion an…
Joint Attention and Its Relationship with Autism Risk Markers at 18 Months of Age
(1) Joint attention is the ability to coordinate attention to share a point of reference with another person. It has an early onset and is a clear indicator of understanding the representations of others, and it is essential in the development of symbolic thought and the acquisition of language. Deficiencies in this prelinguistic early communication skill are strong markers of the risk of autism spectrum disorder (ASD); (2) this longitudinal stud…
Efectividad De Las Comunidades De Aprendizaje en La Inclusión Educativa Y Social. Una Revisión Sistemática
Las Comunidades de Aprendizaje (CdA) son un proyecto implementado en numerosos países cuya finalidad es mejorar el rendimiento del alumnado y promover la inclusión a través de la implicación de los familiares en los centros, los grupos interactivos, las tertulias literarias dialógicas, la organización del profesorado y de los recursos del centro y el mantenimiento de altas expectativas para todo el alumnado. Este trabajo revisa 16 artículos empír…
Educación inclusiva en Ecuador
El objetivo de este estudio consiste en analizar los indicadores de inclusión en una muestra de escuelas de la ciudad de Cuenca, Ecuador, y comparar las percepciones entre diferentes agentes educativos. Para ello, se les aplicó el Index for Inclusion a 19 directores(as) de centros educativos, 156 familias y 30 graduadas de titulaciones universitarias de Educación. Los resultados evidencian diferencias en la percepción del grado de inclusión en lo…
Is It Possible to Educate, Intervene or “Cure” Autism Spectrum Disorder? A Content Analysis of YouTube Videos
YouTube is one of the most well-known and widely accessed websites worldwide, thus having a powerful pedagogical potential. Nonetheless, the quality and the veracity of some YouTube videos are questionable. Doubts regarding the trustworthiness of factual content is a controversial factor that needs to be taken into account, especially when addressing public health issues. For this reason, the main objective of this work is to analyze the content …
Parental stress and resilience in autism spectrum disorder and Down syndrome
The aim of this study was to compare parental stress and resilience in parents of children with autism spectrum disorder (ASD), Down syndrome (DS), and typical development (TD), and analyze the relationship between these two constructs. A total of 97 parents participated (ASD: n = 32, DS: n = 23, and TD: n = 42). The instruments used were the Parental Stress Index and the Resilience Scale. The ASD group obtained higher parental stress related to …
Representación del TEA en los medios de comunicación
Mass media influence significantly their users, so they don’t just inform them but they generate opinions too. This fact is relevant to the field of inclusion, while the special educational needs are also an issue addressed by the media. In this study the articles that deal with the topic related to autism spectrum disorder (ASD) in the newspaper El País during the year 2017 are analysed. The results of the content analysis of the articles point …
Las actitudes del profesorado de educación primaria hacia la educación inclusiva en Ecuador
Las actitudes de los docentes hacia la inclusión son un factor relevante para permitir que las políticas educativas inclusivas puedan materializarse verdaderamente en prácticas inclusivas. Estas actitudes se ven influenciadas por diferentes variables, entre las que se encuentran la formación y experiencia en el ámbito de la inclusión y las condiciones y recursos disponibles para llevar a cabo prácticas educativas. El objetivo del presente trabajo…
Análisis de la autoeficacia percibida en el uso de las TIC de futuros maestros y maestras de Educación Infantil y Educación Primaria
La formación del profesorado en el uso de las TIC es un aspecto importante para conseguir una verdadera integración de las TIC en la educación. Según el modelo TPAK, esta formación no debe limitarse a contemplar de manera separada los aspectos relacionados con las TIC, el contenido curricular y la metodología. En el presente estudio se explora la percepción de autoeficacia en cuanto al uso de las TIC en el aula de una muestra de 107 estudiantes d…
Parental stress and resilience in autism spectrum disorder and Down syndrome
The aim of this study was to compare parental stress and resilience in parents of children with autism spectrum disorder (ASD), Down syndrome (DS), and typical development (TD), and analyze the relationship between these two constructs. A total of 97 parents participated (ASD: n = 32, DS: n = 23, and TD: n = 42). The instruments used were the Parental Stress Index and the Resilience Scale. The ASD group obtained higher parental stress related to …
Análisis de la autoeficacia percibida en el uso de las TIC de futuros maestros y maestras de Educación Infantil y Educación Primaria
La formación del profesorado en el uso de las TIC es un aspecto importante para conseguir una verdadera integración de las TIC en la educación. Según el modelo TPAK, esta formación no debe limitarse a contemplar de manera separada los aspectos relacionados con las TIC, el contenido curricular y la metodología. En el presente estudio se explora la percepción de autoeficacia en cuanto al uso de las TIC en el aula de una muestra de 107 estudiantes d…
Representación del TEA en los medios de comunicación
Mass media influence significantly their users, so they don’t just inform them but they generate opinions too. This fact is relevant to the field of inclusion, while the special educational needs are also an issue addressed by the media. In this study the articles that deal with the topic related to autism spectrum disorder (ASD) in the newspaper El País during the year 2017 are analysed. The results of the content analysis of the articles point …
Las actitudes del profesorado de educación primaria hacia la educación inclusiva en Ecuador
Las actitudes de los docentes hacia la inclusión son un factor relevante para permitir que las políticas educativas inclusivas puedan materializarse verdaderamente en prácticas inclusivas. Estas actitudes se ven influenciadas por diferentes variables, entre las que se encuentran la formación y experiencia en el ámbito de la inclusión y las condiciones y recursos disponibles para llevar a cabo prácticas educativas. El objetivo del presente trabajo…
Educación inclusiva en Ecuador
El objetivo de este estudio consiste en analizar los indicadores de inclusión en una muestra de escuelas de la ciudad de Cuenca, Ecuador, y comparar las percepciones entre diferentes agentes educativos. Para ello, se les aplicó el Index for Inclusion a 19 directores(as) de centros educativos, 156 familias y 30 graduadas de titulaciones universitarias de Educación. Los resultados evidencian diferencias en la percepción del grado de inclusión en lo…
Is It Possible to Educate, Intervene or “Cure” Autism Spectrum Disorder? A Content Analysis of YouTube Videos
YouTube is one of the most well-known and widely accessed websites worldwide, thus having a powerful pedagogical potential. Nonetheless, the quality and the veracity of some YouTube videos are questionable. Doubts regarding the trustworthiness of factual content is a controversial factor that needs to be taken into account, especially when addressing public health issues. For this reason, the main objective of this work is to analyze the content …
Parental stress and resilience in autism spectrum disorder and Down syndrome
The aim of this study was to compare parental stress and resilience in parents of children with autism spectrum disorder (ASD), Down syndrome (DS), and typical development (TD), and analyze the relationship between these two constructs. A total of 97 parents participated (ASD: n = 32, DS: n = 23, and TD: n = 42). The instruments used were the Parental Stress Index and the Resilience Scale. The ASD group obtained higher parental stress related to …
Analysis of Spanish Parents’ Knowledge about ASD and Their Attitudes towards Inclusive Education
To make possible the inclusion of children with autism spectrum disorder (ASD) in mainstream settings, parental knowledge and attitudes towards the disorder play a key role between the home and the school setting. However, prior literature has not carried out an in-depth analysis of parents’ knowledge about ASD and their attitudes toward the inclusion of children with this diagnosis. This study examined the parental attitudes towards inclusion an…
Joint Attention and Its Relationship with Autism Risk Markers at 18 Months of Age
(1) Joint attention is the ability to coordinate attention to share a point of reference with another person. It has an early onset and is a clear indicator of understanding the representations of others, and it is essential in the development of symbolic thought and the acquisition of language. Deficiencies in this prelinguistic early communication skill are strong markers of the risk of autism spectrum disorder (ASD); (2) this longitudinal stud…
Efectividad De Las Comunidades De Aprendizaje en La Inclusión Educativa Y Social. Una Revisión Sistemática
Las Comunidades de Aprendizaje (CdA) son un proyecto implementado en numerosos países cuya finalidad es mejorar el rendimiento del alumnado y promover la inclusión a través de la implicación de los familiares en los centros, los grupos interactivos, las tertulias literarias dialógicas, la organización del profesorado y de los recursos del centro y el mantenimiento de altas expectativas para todo el alumnado. Este trabajo revisa 16 artículos empír…
Do labels matter? Analysis of teachers' self‐efficacy towards the autism spectrum disorder depending on the diagnostic label used ( ASD or Asperger's)
Changes in the classification of autism and Asperger's syndrome led to changes in social perception of ASD. Since last criteria, studies indicate higher levels of stigma towards ASD than towards Asperger's. These prejudices are barriers to inclusive education. Thus, it is relevant (1) to evaluate pre‐service teachers' self‐efficacy towards the label of ASD; (2) to evaluate pre‐service teachers' self‐efficacy towards the label of Asperger's and (3…
Análisis del impacto de un curso formación sobre educación inclusiva en las actitudes y la autoeficacia de futuros docentes
Attitudes and teacher’s self-efficacy are two relevant constructs to achieve the goals proposed by the inclusive education. Training turns out to be a determining factor to improve these two variables. Therefore, this study aims to examine the attitudes and self-efficacy towards inclusive education of a sample of pre-service teachers before and after having taken a subject on special educational needs; and to identify factors outside the universi…
Executive Functioning Profiles in Neurodevelopmental Disorders
Given the impact of EF deficits on the lives of children with ASD and ADHD and their families, it is crucial that studies like this enhance our understanding and inspire future interventions aimed at improving executive functions in children with ASD and ADHD. Such interventions could help reduce parental stress and improve daily functioning
Dyslexia and dyscalculia in Ecuador. Prevalence study in school children
Introduction: Prevalence studies on specific learning disorders have reported significant variations. In Latin America, these percentages tend to be notably higher, with marked differences between school type and grade level. In Ecuador, research on this topic is very limited, making the present study an original contribution. Objective: This study reviews the prevalence of specific learning disorders in a random, stratified, probabilistic sample…
Debunking neuromyths
Teachers' beliefs in certain neuromyths about neurodevelopmental disorders can negatively impact the educational inclusion of students who present them. This study aims to analyse the prevalence of neuromyths about the health and the emotional competences of people with autism spectrum disorder (ASD) in pre‐service teachers; and to assess the possible contribution of university training to constructing accurate knowledge about autism. This preval…
Psychology (10 works) · Autism (7 works) · Autism spectrum disorder (7 works) · Developmental psychology (7 works) · Humanities (6 works) · Autism Spectrum Disorder Research (5 works) · Education and Teacher Training (4 works) · Inclusive Education and Diversity (4 works) · Social Psychology (4 works) · Art (3 works)