Victoria Espinoza
Biographic Data
| ID | 6659651 |
|---|---|
| NAME | Victoria Espinoza |
| GIVEN NAMES | Victoria |
| FAMILY NAME | Espinoza |
| SIGNATURE | ESPINOZA V |
| AFFILIATIONS | Pontificia Universidad Católica de Chile |
| ORCID | 0000-0001-9462-1139 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Online learning in the wake of the Covid-19 pandemic
Various aspects of online learning have been addressed in studies both pre- and during the COVID-19 pandemic. However, most pre-pandemic studies may have suffered from sampling selection issues, as students enrolled in online courses were often not comparable to those taking classes on campus. Similarly, most studies conducted during the initial stages of the pandemic might be confounded by the stress and anxiety associated with worldwide lockdow…
The paradoxes of inclusion
Introduction Students with special educational needs (SEN) have historically found participating in the regular education system challenging. Since the 1990s, inclusion has been considered the optimal strategy for their development. However, the effects of inclusive education on deaf and blind students are still little studied. Methods In the present article, we report the results of a longitudinal study on the cognitive and socioemotional develo…
Es Siempre Exitosa la Inclusión Educativa? Resultados Comparativos del Sistema Regular y Especial
La implementacin de sistemas de educacin inclusiva supone un desafo tanto a nivel de escuelas como respecto del desarrollo de las polticas pblicas que la sustenten. La presente investigacin compara los resultados obtenidos en habilidades cognitivas, precursores de la lectura, matemtica inicial y problemas emocionales en estudiantes de educacin inicial, 29 de ellos con discapacidad visual y 22 con discapacidad auditiva. Los resultados se analizaro…
Problemas Socioemocionales en Niños con Discapacidad Auditiva, Discapacidad Visual y Desarrollo Típico
Los nios con discapacidad presentan mayor riesgo de presentar problemas socioemocionales. En el presente estudio se compar la presencia de problemas emocionales en preescolares con discapacidad visual, discapacidad auditiva y desarrollo tpico en cuanto a los problemas totales, externalizantes e internalizantes, as como respecto de sndromes especficos. El grupo con discapacidad sensorial presenta significativamente ms problemas emocionales en la e…
Inclusión de Estudiantes Sordos/as en Escuelas Regulares en Chile
La implementacin de polticas educativas inclusivas en Chile ha sido un proceso que no ha estado exento de dificultades. Este artculo explora diferentes prcticas sociales e institucionales desarrolladas durante la escolarizacin de estudiantes sordos/as. Se analizan interacciones entre estudiantes, docentes e intrpretes en clases con estudiantes sordos/as, interacciones sociales entre estudiantes, disposiciones escolares respecto a la inclusin y, p…
Investigación en instrucción de vocabulario de preescolares en contextos de riesgo socioeconómico
This literature review analyzes 32 scientific articles about preschool vocabulary practices in contexts of socioeconomic vulnerability. In a search of the “Web of Science” database, and by “snowball”, three questions were asked: Does the initial level of vocabulary of the children have an impact on their vocabulary, when they receive vocabulary instruction? How has the lexicon been evaluated in preschoolers? And finally, has the effect of the fre…
Qué Podemos Aprender de los Sistemas Educativos de Chile, España y Finlandia en el Marco de la Declaración de Salamanca
This paper compares the Special Education Systems form Chile, Spain and Finland, from the perspective of the UNESCO Salamanca Statement on Special Education Needs (SEN). The following issues create a dialogue about the agreement reached in 1994: the general context of the educational systems of each country, their epistemological orientation regarding Special Education, the regulatory framework of each system, the procedures to detect and refer c…
The role of executive functions in the relation between socioeconomic level and the development of reading and maths skills / El rol de las funciones ejecutivas en la relación entre el nivel socioecon…
Executive functions (EF) are a set of processes that allow individuals to plan, monitor and organize tasks and thus play a key role in the development of reading and maths skills. Environmental factors such as socioeconomic level (SEL) influence reading and maths skills as well as EFs. The aim of this study is to explore the extent to which executive functions play a mediating role between SEL and reading and maths performance. To this end, we as…
The role of executive functions in the relation between socioeconomic level and the development of reading and maths skills / El rol de las funciones ejecutivas en la relación entre el nivel socioecon…
Executive functions (EF) are a set of processes that allow individuals to plan, monitor and organize tasks and thus play a key role in the development of reading and maths skills. Environmental factors such as socioeconomic level (SEL) influence reading and maths skills as well as EFs. The aim of this study is to explore the extent to which executive functions play a mediating role between SEL and reading and maths performance. To this end, we as…
The role of executive functions in the relation between socioeconomic level and the development of reading and maths skills / El rol de las funciones ejecutivas en la relación entre el nivel socioecon…
Executive functions (EF) are a set of processes that allow individuals to plan, monitor and organize tasks and thus play a key role in the development of reading and maths skills. Environmental factors such as socioeconomic level (SEL) influence reading and maths skills as well as EFs. The aim of this study is to explore the extent to which executive functions play a mediating role between SEL and reading and maths performance. To this end, we as…
Qué Podemos Aprender de los Sistemas Educativos de Chile, España y Finlandia en el Marco de la Declaración de Salamanca
This paper compares the Special Education Systems form Chile, Spain and Finland, from the perspective of the UNESCO Salamanca Statement on Special Education Needs (SEN). The following issues create a dialogue about the agreement reached in 1994: the general context of the educational systems of each country, their epistemological orientation regarding Special Education, the regulatory framework of each system, the procedures to detect and refer c…
Investigación en instrucción de vocabulario de preescolares en contextos de riesgo socioeconómico
This literature review analyzes 32 scientific articles about preschool vocabulary practices in contexts of socioeconomic vulnerability. In a search of the “Web of Science” database, and by “snowball”, three questions were asked: Does the initial level of vocabulary of the children have an impact on their vocabulary, when they receive vocabulary instruction? How has the lexicon been evaluated in preschoolers? And finally, has the effect of the fre…
Es Siempre Exitosa la Inclusión Educativa? Resultados Comparativos del Sistema Regular y Especial
La implementacin de sistemas de educacin inclusiva supone un desafo tanto a nivel de escuelas como respecto del desarrollo de las polticas pblicas que la sustenten. La presente investigacin compara los resultados obtenidos en habilidades cognitivas, precursores de la lectura, matemtica inicial y problemas emocionales en estudiantes de educacin inicial, 29 de ellos con discapacidad visual y 22 con discapacidad auditiva. Los resultados se analizaro…
Problemas Socioemocionales en Niños con Discapacidad Auditiva, Discapacidad Visual y Desarrollo Típico
Los nios con discapacidad presentan mayor riesgo de presentar problemas socioemocionales. En el presente estudio se compar la presencia de problemas emocionales en preescolares con discapacidad visual, discapacidad auditiva y desarrollo tpico en cuanto a los problemas totales, externalizantes e internalizantes, as como respecto de sndromes especficos. El grupo con discapacidad sensorial presenta significativamente ms problemas emocionales en la e…
Inclusión de Estudiantes Sordos/as en Escuelas Regulares en Chile
La implementacin de polticas educativas inclusivas en Chile ha sido un proceso que no ha estado exento de dificultades. Este artculo explora diferentes prcticas sociales e institucionales desarrolladas durante la escolarizacin de estudiantes sordos/as. Se analizan interacciones entre estudiantes, docentes e intrpretes en clases con estudiantes sordos/as, interacciones sociales entre estudiantes, disposiciones escolares respecto a la inclusin y, p…
Online learning in the wake of the Covid-19 pandemic
Various aspects of online learning have been addressed in studies both pre- and during the COVID-19 pandemic. However, most pre-pandemic studies may have suffered from sampling selection issues, as students enrolled in online courses were often not comparable to those taking classes on campus. Similarly, most studies conducted during the initial stages of the pandemic might be confounded by the stress and anxiety associated with worldwide lockdow…
The paradoxes of inclusion
Introduction Students with special educational needs (SEN) have historically found participating in the regular education system challenging. Since the 1990s, inclusion has been considered the optimal strategy for their development. However, the effects of inclusive education on deaf and blind students are still little studied. Methods In the present article, we report the results of a longitudinal study on the cognitive and socioemotional develo…
Psychology (6 works) · Humanities (5 works) · Philosophy (4 works) · Developmental psychology (3 works) · Education and Teacher Training (3 works) · Inclusive Education and Diversity (3 works) · Mathematics education (3 works) · Art (2 works) · Cognition (2 works) · Medicine (2 works)