Carmen de los Ángeles Perdomo-López
Biographic Data
| ID | 9980155 |
|---|---|
| NAME | Carmen de los Ángeles Perdomo-López |
| GIVEN NAMES | Carmen de los Ángeles |
| FAMILY NAME | Perdomo-López |
| SIGNATURE | PERDOMO-LÓPEZ C Á |
| AFFILIATIONS | Universidad de La Laguna |
| ORCID | 0000-0003-1720-6614 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Inclusive education beyond formal settings
This scoping review synthesizes the evidence on how augmented reality (AR) and virtual reality (VR) enhance accessibility and participation for deaf and hard-of-hearing individuals in non-formal educational settings (e.g., museums, libraries, heritage sites and community programs). Following the PCC and PRISMA-ScR frameworks, studies published between 2015 and 2025 in English, Spanish, Portuguese or French were searched in Scopus, Web of Science …
Presence, Participation and Learning in Educational Inclusion
From the perspective of educational inclusion proposed by Booth and Ainscow, the transformation of school systems revolves around three key dimensions: presence, participation and learning. These dimensions constitute the axes of the so-called Inclusion Index and allow for a holistic analysis of the barriers that limit equity and inclusion in school contexts. Based on this theoretical framework, this study aims to systematically map the barriers …
Beliefs of pre-service teachers regarding future teaching practice
The initial teacher training and the beliefs about their role in the classroom that prospective teachers acquire throughout their training significantly impact the construction of their teaching identity and influence their professional practice. Understanding these beliefs is crucial, as they act as filters that shape how future teachers interpret teaching-related information. This study focuses on analyzing the beliefs of future secondary educa…
No prominent works on this page.
Beliefs of pre-service teachers regarding future teaching practice
The initial teacher training and the beliefs about their role in the classroom that prospective teachers acquire throughout their training significantly impact the construction of their teaching identity and influence their professional practice. Understanding these beliefs is crucial, as they act as filters that shape how future teachers interpret teaching-related information. This study focuses on analyzing the beliefs of future secondary educa…
Inclusive education beyond formal settings
This scoping review synthesizes the evidence on how augmented reality (AR) and virtual reality (VR) enhance accessibility and participation for deaf and hard-of-hearing individuals in non-formal educational settings (e.g., museums, libraries, heritage sites and community programs). Following the PCC and PRISMA-ScR frameworks, studies published between 2015 and 2025 in English, Spanish, Portuguese or French were searched in Scopus, Web of Science …
Presence, Participation and Learning in Educational Inclusion
From the perspective of educational inclusion proposed by Booth and Ainscow, the transformation of school systems revolves around three key dimensions: presence, participation and learning. These dimensions constitute the axes of the so-called Inclusion Index and allow for a holistic analysis of the barriers that limit equity and inclusion in school contexts. Based on this theoretical framework, this study aims to systematically map the barriers …
Augmented reality (1 works) · Children's Rights and Participation (1 works) · Educational Equity (1 works) · Exploratory research (1 works) · Focus group (1 works) · Global Educational Policies and Reforms (1 works) · Hearing Impairment and Communication (1 works) · Inclusive Education and Diversity (1 works) · Inequality (1 works) · Portuguese (1 works)