Odet Moliner
Biographic Data
| ID | 6327916 |
|---|---|
| NAME | Odet Moliner |
| GIVEN NAMES | Odet |
| FAMILY NAME | Moliner |
| SIGNATURE | MOLINER O |
| AFFILIATIONS | Universitat Jaume I |
| ORCID | 0000-0002-5318-5489 |
| VERIFIED | Yes |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 28 |
| AUTHOR COUNT | 26 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1960 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
What faculty already do
Universal Design for Learning (UDL) is increasingly being considered in the different educational stages to embrace student diversity. However, more research is needed on how this paradigm can support the participation and learning of autistic students, integrating the perspectives of both faculty and these students. Conducted at University Jaume I in Spain, the research adopted a phenomenological framework, holding focus groups with 15 faculty m…
Help! I feel unprepared
The growing number of autistic students requires university faculty's preparation for inclusive practices. However, limited teaching staff's self-efficacy hinders these students' success. This phenomenological study examines factors influencing teaching staff's self-efficacy and autistic students' perspectives. Three focus groups comprising 15 university faculty (five in each group) and one group with three autistic students were conducted. Inter…
How does universal design for learning help me to learn?’
The number of students with autism spectrum disorder in university is progressively increasing, which implies great challenges for higher education. Existing literature indicates that students with Autism Spectrum Disorder face many barriers to their participation and learning, some of which are attributed to teaching practices. Thus, this keeps us still on the road towards achieving genuinely inclusive institutions. With the purpose of promoting…
Hacia una cultura cooperativa del aula
El artículo presenta los resultados de una investigación longitudinal que describe el proceso de transición de un aula con una estructura de trabajo individualista y/o competitiva a un aula con una estructura de aprendizaje cooperativa. La cultura cooperativa se va configurando mediante la progresión de la presencia e interacción de los factores de cooperación a través de etapas sucesivas. La investigación se enmarca en el paradigma cualitativo s…
Researching on inclusive education in Spain
Addressing the bridge between theory and practice in the field of inclusive education in Spain involves searching for strategies of knowledge mobilisation, and action research (AR) is one of them. This study explores how its practical development questions the roles that researchers adopt throughout the process. A content analysis of several focus groups raises questions about the challenges that researchers undertake, and the dilemmas they face …
University responsible research and innovation and society
University social responsibility requires dialogue with society and university activity.In the case of responsible research and innovation, this can involve interacting with society, listening to its needs, promoting its development and strengthening its capacity for autonomous progress.But does this dialogue actually take place?The aim of this paper is to describe the current state of communication between researchers and the stakeholders in uni…
El DUA para Superar Barreras
Durante los últimos años estamos avanzando hacia la construcción de contextos educativos más inclusivos preocupados por favorecer la participación y el aprendizaje de todo el alumnado, así como por ofrecer la igualdad de oportunidades. Sin embargo, en el ámbito universitario es todavía una cuestión que está emergiendo, pues el alumnado con diversidad funcional sigue encontrándose barreras que dificultan su paso por la universidad. Desde este marc…
Barriers to knowledge mobilisation
From an understanding of knowledge mobilisation as a set of strategies that favour responsible and inclusive research, the aim of this paper is to identify the obstacles or barriers to carrying out such research in higher education institutions, as perceived by researchers. In this descriptive study, content analysis is used to examine semi-structured interviews carried out with eighty research groups from five European countries (Austria, Romani…
Construction of a Participatory Model of School Accompaniment to Improve School Inclusion
This article presents research that examines how the processes of school change and improvement are promoted in those Spanish schools that are developing educational projects based on an inclusive, participatory and democratic model. The aim is to investigate the key elements involved in the processes of accompaniment of those schools that initiate processes of improvement and change from an inclusive approach, as well as the relationships establ…
Building inclusive and democratic schools in Spain
This article presents the results of a research on transformation processes for creating more democratic and inclusive schools. Through a multiple case study of four Spanish schools, the authors analyse how the actors involved in participatory action research processes mobilise knowledge on inclusive education. The authors explore the strategies that favour said mobilisation when inclusive, democratic and community curricular practices are implem…
Participatory Action Research
Participatory Action Research (PAR) in the educational context is a coherent methodology to accompany processes of school democratisation focusing on the key elements of collaborative culture, a sense of belonging and social transformation from an inclusive and intercultural approach. The present case study of a rural school in the Valencian Community (Spain) takes an ethnographic approach to analyse how PAR strategies and processes facilitate th…
Procesos de movilización del conocimiento sobre educación inclusiva en las escuelas suizas. ¿Qué papel juegan los investigadores / formadores que asesoran los procesos de mejora escolar
Using the perceptions of the actors (researchers, principals and teachers) involved in the processes of change in Swiss school improvement processes, this study aims to identify the role of researchers/ trainers in school improvement. Methodologically, it is a descriptive study in which 13 respondents from four schools with inclusive projects have participated. Based on the content analysis of semistructured interviews, the results give an accoun…
Organización del aula inclusiva
Resulta un verdadero desafío para el profesorado gestionar la diversidad presente en las aulas desde un enfoque inclusivo. El objetivo general de este estudio es indagar sobre cómo se organizan las aulas inclusivas para desarrollar prácticas más efectivas. Se presenta un estudio de casos múltiples de tres aulas de educación primaria españolas que trabajan siguiendo el modelo inclusivo. La entrevista, un inventario de prácticas de aula, la observa…
Negociando el currículum
Este artículo analiza la planificación y puesta en acción de una práctica curricular de Aprendizaje Servicio. El objetivo del estudio es describir el desarrollo del proyecto de ApS como práctica curricular vinculada al territorio y analizar las estrategias de negociación del currículum y de participación del alumnado en dicha práctica educativa. Metodológicamente se trata de un estudio de caso con aproximación etnográfica, en la que se utilizan h…
Con Mucho Arte! Intervención Psicopedagógica para la Justicia Social desde la Transformación Socioeducativa
Art, as a possible option for educational intervention, means a personal and professional transformation. This paper shows how inclusive projects related to art allow to develop psycho-pedagogical competences of the future professionals of education, in real contexts; meeting the needs of a community. It is channeled through local institutions that work, from social justice frameworks, with groups that are considered vulnerable. This is a case st…
Técnicas para la participación democrática. La formación para la convivencia democrática en los procesos de mejora
permite realizar una indagacin vinculando la teora con la prctica (Aguirre 2017)
Condiciones, Procesos y Circunstancias que Permiten Avanzar Hacia la Inclusión Educativa
Este artículo no pretende describir la experiencia canadiense como una muestra o compendio de “buenas prácticas” o modelos a seguir, sino que trata de sustraer algunos aspectos clave que podemos retomar para reflexionar sobre la situación de la educación inclusiva en cada contexto o país. Conocer los factores clave que han posibilitado el avance hacia la inclusión en Canadá, permitirá formular nuevas preguntas sobre la forma de organizar una educ…
Ampliando el Territorio
En este artículo nos acercamos al proceso de construcción de una escuela más comunitaria, intercultural e inclusiva, cimentada en procesos de participación democrática de la comunidad, desde la perspectiva del equipo de investigación. El objetivo básico del proyecto general es impulsar la transformación de cada centro en una escuela intercultural inclusiva mediante procesos de investigación-acción orientados desde una perspectiva sociocomunitaria…
Educación inclusiva
publicació fins i tot amb objectius comercials i també permet crear obres derivades, sempre que siguen distribuïdes amb aquesta mateixa llicència
Modèle dynamique de changement accompagné en contexte scolaire
Depuis quelques années , le Québec vit une période de mobilisation dans sa lutte au décrochage scolaire ainsi que dans la valorisation de la persévérance scolaire et de la réussite éducative pour tous. Force est de constater que pour réussir à relever ces défis, l’école québécoise a besoin d’améliorer ses pratiques tant organisationnelles, pédagogiques que professionnelles, et ce, particulièrement auprès des élèves qui présentent des difficultés …
The role of teachers’ shared values and objectives in promoting intercultural and inclusive school cultures
This article presents an analysis of teachers’ impressions of their shared objectives and values, together with their conceptions of interculturality and inclusion. The educational reality of a school in Valencia (Spain) is described, based on the exploration through semi-structured interviews. From the systematically categorized information, we obtained two dimensions that, when analyzed, enabled us to draw up lines of action or initiatives for …
Inclusive cultures, policies and practices in Spanish compulsory secondary education schools
This article presents a study that attempts to inquire into the indicators related with inclusive education by taking into account teachers’ responses in the ordinary and specific teaching contexts (experts in special education needs, specialists in therapeutic pedagogy and compensatory education or specific programmes organised to accommodate diversity). We used a Spanish translation of the Index for Inclusion, which has been adapted and divided…
Looking at school culture and teachers' perceptions of the community's sociocultural and personal diversity as a starting point for educational change
Conocer la cultura de un centro y las miradas del profesorado sobre la diversidad sociocultural y personal de la comunidad como punto de arranque para la transformación educativa
Este estudio pretende conocer las percepciones del profesorado sobre dos aspectos que afectan a la vida de los centros: la cultura escolar y las concepciones que poseen sobre la diversidad sociocultural y personal de la comunidad. Estas realidades se perfilan a partir de una serie de factores básicos: objetivos y valores interculturales e inclusivos compartidos, valoración positiva de la diversidad, imagen positiva de la escuela y altas expectati…
Teachers’ initial training in cultural diversity in Spain
This paper examines a number of issues relating to educational responsibility for increasing social cohesion and preventing the segregation of people from different cultures who have to pass through the Spanish educational system. Using a descriptive analysis, we review the present situation. Our review shows that the treatment of cultural diversity by Spanish universities is, in general, insufficient with respect to the training needs that stude…
The role of teachers’ shared values and objectives in promoting intercultural and inclusive school cultures
This article presents an analysis of teachers’ impressions of their shared objectives and values, together with their conceptions of interculturality and inclusion. The educational reality of a school in Valencia (Spain) is described, based on the exploration through semi-structured interviews. From the systematically categorized information, we obtained two dimensions that, when analyzed, enabled us to draw up lines of action or initiatives for …
Blood group antigens among the Paraujano
Un hecho evidente y corroborable por todos es que el numero de inmigrantes en Espana ha aumentado de forma considerable en los ultimos anos. Los datos del INE (2001) estiman en 1.109.060 el numero de extranjeros residentes en Espana, aunque esta cifra, segun Gonzalez (2000), no refleja la realidad al no incluir a aquellos que no tienen regularizada todavia su situacion. Nuestro pais ha pasado de ser una nacion de emigrantes a un destino elegido p…
Condiciones, Procesos y Circunstancias que Permiten Avanzar Hacia la Inclusión Educativa
Este artículo no pretende describir la experiencia canadiense como una muestra o compendio de “buenas prácticas” o modelos a seguir, sino que trata de sustraer algunos aspectos clave que podemos retomar para reflexionar sobre la situación de la educación inclusiva en cada contexto o país. Conocer los factores clave que han posibilitado el avance hacia la inclusión en Canadá, permitirá formular nuevas preguntas sobre la forma de organizar una educ…
Inclusive cultures, policies and practices in Spanish compulsory secondary education schools
This article presents a study that attempts to inquire into the indicators related with inclusive education by taking into account teachers’ responses in the ordinary and specific teaching contexts (experts in special education needs, specialists in therapeutic pedagogy and compensatory education or specific programmes organised to accommodate diversity). We used a Spanish translation of the Index for Inclusion, which has been adapted and divided…
Conocer la cultura de un centro y las miradas del profesorado sobre la diversidad sociocultural y personal de la comunidad como punto de arranque para la transformación educativa
Este estudio pretende conocer las percepciones del profesorado sobre dos aspectos que afectan a la vida de los centros: la cultura escolar y las concepciones que poseen sobre la diversidad sociocultural y personal de la comunidad. Estas realidades se perfilan a partir de una serie de factores básicos: objetivos y valores interculturales e inclusivos compartidos, valoración positiva de la diversidad, imagen positiva de la escuela y altas expectati…
Teachers’ initial training in cultural diversity in Spain
This paper examines a number of issues relating to educational responsibility for increasing social cohesion and preventing the segregation of people from different cultures who have to pass through the Spanish educational system. Using a descriptive analysis, we review the present situation. Our review shows that the treatment of cultural diversity by Spanish universities is, in general, insufficient with respect to the training needs that stude…
Building inclusive and democratic schools in Spain
This article presents the results of a research on transformation processes for creating more democratic and inclusive schools. Through a multiple case study of four Spanish schools, the authors analyse how the actors involved in participatory action research processes mobilise knowledge on inclusive education. The authors explore the strategies that favour said mobilisation when inclusive, democratic and community curricular practices are implem…
Participatory Action Research
Participatory Action Research (PAR) in the educational context is a coherent methodology to accompany processes of school democratisation focusing on the key elements of collaborative culture, a sense of belonging and social transformation from an inclusive and intercultural approach. The present case study of a rural school in the Valencian Community (Spain) takes an ethnographic approach to analyse how PAR strategies and processes facilitate th…
Ampliando el Territorio
En este artículo nos acercamos al proceso de construcción de una escuela más comunitaria, intercultural e inclusiva, cimentada en procesos de participación democrática de la comunidad, desde la perspectiva del equipo de investigación. El objetivo básico del proyecto general es impulsar la transformación de cada centro en una escuela intercultural inclusiva mediante procesos de investigación-acción orientados desde una perspectiva sociocomunitaria…
Blood group antigens among the Paraujano
Un hecho evidente y corroborable por todos es que el numero de inmigrantes en Espana ha aumentado de forma considerable en los ultimos anos. Los datos del INE (2001) estiman en 1.109.060 el numero de extranjeros residentes en Espana, aunque esta cifra, segun Gonzalez (2000), no refleja la realidad al no incluir a aquellos que no tienen regularizada todavia su situacion. Nuestro pais ha pasado de ser una nacion de emigrantes a un destino elegido p…
Teachers’ initial training in cultural diversity in Spain
This paper examines a number of issues relating to educational responsibility for increasing social cohesion and preventing the segregation of people from different cultures who have to pass through the Spanish educational system. Using a descriptive analysis, we review the present situation. Our review shows that the treatment of cultural diversity by Spanish universities is, in general, insufficient with respect to the training needs that stude…
Inclusive cultures, policies and practices in Spanish compulsory secondary education schools
This article presents a study that attempts to inquire into the indicators related with inclusive education by taking into account teachers’ responses in the ordinary and specific teaching contexts (experts in special education needs, specialists in therapeutic pedagogy and compensatory education or specific programmes organised to accommodate diversity). We used a Spanish translation of the Index for Inclusion, which has been adapted and divided…
Looking at school culture and teachers' perceptions of the community's sociocultural and personal diversity as a starting point for educational change
Conocer la cultura de un centro y las miradas del profesorado sobre la diversidad sociocultural y personal de la comunidad como punto de arranque para la transformación educativa
Este estudio pretende conocer las percepciones del profesorado sobre dos aspectos que afectan a la vida de los centros: la cultura escolar y las concepciones que poseen sobre la diversidad sociocultural y personal de la comunidad. Estas realidades se perfilan a partir de una serie de factores básicos: objetivos y valores interculturales e inclusivos compartidos, valoración positiva de la diversidad, imagen positiva de la escuela y altas expectati…
Modèle dynamique de changement accompagné en contexte scolaire
Depuis quelques années , le Québec vit une période de mobilisation dans sa lutte au décrochage scolaire ainsi que dans la valorisation de la persévérance scolaire et de la réussite éducative pour tous. Force est de constater que pour réussir à relever ces défis, l’école québécoise a besoin d’améliorer ses pratiques tant organisationnelles, pédagogiques que professionnelles, et ce, particulièrement auprès des élèves qui présentent des difficultés …
The role of teachers’ shared values and objectives in promoting intercultural and inclusive school cultures
This article presents an analysis of teachers’ impressions of their shared objectives and values, together with their conceptions of interculturality and inclusion. The educational reality of a school in Valencia (Spain) is described, based on the exploration through semi-structured interviews. From the systematically categorized information, we obtained two dimensions that, when analyzed, enabled us to draw up lines of action or initiatives for …
Educación inclusiva
publicació fins i tot amb objectius comercials i també permet crear obres derivades, sempre que siguen distribuïdes amb aquesta mateixa llicència
Condiciones, Procesos y Circunstancias que Permiten Avanzar Hacia la Inclusión Educativa
Este artículo no pretende describir la experiencia canadiense como una muestra o compendio de “buenas prácticas” o modelos a seguir, sino que trata de sustraer algunos aspectos clave que podemos retomar para reflexionar sobre la situación de la educación inclusiva en cada contexto o país. Conocer los factores clave que han posibilitado el avance hacia la inclusión en Canadá, permitirá formular nuevas preguntas sobre la forma de organizar una educ…
Ampliando el Territorio
En este artículo nos acercamos al proceso de construcción de una escuela más comunitaria, intercultural e inclusiva, cimentada en procesos de participación democrática de la comunidad, desde la perspectiva del equipo de investigación. El objetivo básico del proyecto general es impulsar la transformación de cada centro en una escuela intercultural inclusiva mediante procesos de investigación-acción orientados desde una perspectiva sociocomunitaria…
Técnicas para la participación democrática. La formación para la convivencia democrática en los procesos de mejora
permite realizar una indagacin vinculando la teora con la prctica (Aguirre 2017)
Negociando el currículum
Este artículo analiza la planificación y puesta en acción de una práctica curricular de Aprendizaje Servicio. El objetivo del estudio es describir el desarrollo del proyecto de ApS como práctica curricular vinculada al territorio y analizar las estrategias de negociación del currículum y de participación del alumnado en dicha práctica educativa. Metodológicamente se trata de un estudio de caso con aproximación etnográfica, en la que se utilizan h…
Con Mucho Arte! Intervención Psicopedagógica para la Justicia Social desde la Transformación Socioeducativa
Art, as a possible option for educational intervention, means a personal and professional transformation. This paper shows how inclusive projects related to art allow to develop psycho-pedagogical competences of the future professionals of education, in real contexts; meeting the needs of a community. It is channeled through local institutions that work, from social justice frameworks, with groups that are considered vulnerable. This is a case st…
Procesos de movilización del conocimiento sobre educación inclusiva en las escuelas suizas. ¿Qué papel juegan los investigadores / formadores que asesoran los procesos de mejora escolar
Using the perceptions of the actors (researchers, principals and teachers) involved in the processes of change in Swiss school improvement processes, this study aims to identify the role of researchers/ trainers in school improvement. Methodologically, it is a descriptive study in which 13 respondents from four schools with inclusive projects have participated. Based on the content analysis of semistructured interviews, the results give an accoun…
Organización del aula inclusiva
Resulta un verdadero desafío para el profesorado gestionar la diversidad presente en las aulas desde un enfoque inclusivo. El objetivo general de este estudio es indagar sobre cómo se organizan las aulas inclusivas para desarrollar prácticas más efectivas. Se presenta un estudio de casos múltiples de tres aulas de educación primaria españolas que trabajan siguiendo el modelo inclusivo. La entrevista, un inventario de prácticas de aula, la observa…
Building inclusive and democratic schools in Spain
This article presents the results of a research on transformation processes for creating more democratic and inclusive schools. Through a multiple case study of four Spanish schools, the authors analyse how the actors involved in participatory action research processes mobilise knowledge on inclusive education. The authors explore the strategies that favour said mobilisation when inclusive, democratic and community curricular practices are implem…
Participatory Action Research
Participatory Action Research (PAR) in the educational context is a coherent methodology to accompany processes of school democratisation focusing on the key elements of collaborative culture, a sense of belonging and social transformation from an inclusive and intercultural approach. The present case study of a rural school in the Valencian Community (Spain) takes an ethnographic approach to analyse how PAR strategies and processes facilitate th…
Construction of a Participatory Model of School Accompaniment to Improve School Inclusion
This article presents research that examines how the processes of school change and improvement are promoted in those Spanish schools that are developing educational projects based on an inclusive, participatory and democratic model. The aim is to investigate the key elements involved in the processes of accompaniment of those schools that initiate processes of improvement and change from an inclusive approach, as well as the relationships establ…
Hacia una cultura cooperativa del aula
El artículo presenta los resultados de una investigación longitudinal que describe el proceso de transición de un aula con una estructura de trabajo individualista y/o competitiva a un aula con una estructura de aprendizaje cooperativa. La cultura cooperativa se va configurando mediante la progresión de la presencia e interacción de los factores de cooperación a través de etapas sucesivas. La investigación se enmarca en el paradigma cualitativo s…
Researching on inclusive education in Spain
Addressing the bridge between theory and practice in the field of inclusive education in Spain involves searching for strategies of knowledge mobilisation, and action research (AR) is one of them. This study explores how its practical development questions the roles that researchers adopt throughout the process. A content analysis of several focus groups raises questions about the challenges that researchers undertake, and the dilemmas they face …
University responsible research and innovation and society
University social responsibility requires dialogue with society and university activity.In the case of responsible research and innovation, this can involve interacting with society, listening to its needs, promoting its development and strengthening its capacity for autonomous progress.But does this dialogue actually take place?The aim of this paper is to describe the current state of communication between researchers and the stakeholders in uni…
El DUA para Superar Barreras
Durante los últimos años estamos avanzando hacia la construcción de contextos educativos más inclusivos preocupados por favorecer la participación y el aprendizaje de todo el alumnado, así como por ofrecer la igualdad de oportunidades. Sin embargo, en el ámbito universitario es todavía una cuestión que está emergiendo, pues el alumnado con diversidad funcional sigue encontrándose barreras que dificultan su paso por la universidad. Desde este marc…
Barriers to knowledge mobilisation
From an understanding of knowledge mobilisation as a set of strategies that favour responsible and inclusive research, the aim of this paper is to identify the obstacles or barriers to carrying out such research in higher education institutions, as perceived by researchers. In this descriptive study, content analysis is used to examine semi-structured interviews carried out with eighty research groups from five European countries (Austria, Romani…
How does universal design for learning help me to learn?’
The number of students with autism spectrum disorder in university is progressively increasing, which implies great challenges for higher education. Existing literature indicates that students with Autism Spectrum Disorder face many barriers to their participation and learning, some of which are attributed to teaching practices. Thus, this keeps us still on the road towards achieving genuinely inclusive institutions. With the purpose of promoting…
What faculty already do
Universal Design for Learning (UDL) is increasingly being considered in the different educational stages to embrace student diversity. However, more research is needed on how this paradigm can support the participation and learning of autistic students, integrating the perspectives of both faculty and these students. Conducted at University Jaume I in Spain, the research adopted a phenomenological framework, holding focus groups with 15 faculty m…
Sociology (17 works) · Inclusive Education and Diversity (15 works) · Political science (15 works) · Humanities (11 works) · Pedagogy (11 works) · Education and Teacher Training (10 works) · Psychology (10 works) · Inclusion (mineral (7 works) · Social science (7 works) · Art (6 works)