Marta Sandoval Mena
Dados Biográficos
| ID | 6555591 |
|---|---|
| NOME | Marta Sandoval Mena |
| PRENOMES | Marta Sandoval |
| SOBRENOME | Mena |
| ASSINATURA | MENA M S |
| AFILIAÇÕES | Universidad Autónoma de Madrid |
| ORCID | 0000-0003-1931-1872 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 24 |
| TOTAL DE CITAÇÕES | 21 |
| TOTAL COMO AUTOR | 24 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2016 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Etiquetar la diversidad
This article reports on an educational ethnography conducted in a school located in a multicultural neighborhood of Barcelona. The study examines local factors contributing to the disproportionate placement of culturally and linguistically diverse students in special education. It draws on Disability Critical Race Theory—which argues that notions of ability and race are co-constructed within an ideology of normality—and on the concept of DefectCr…
Inclusive education implementation
Análisis de estrategias educativas inclusivas en contextos bilingües de la Comunidad de Madrid
En la actualidad, el aumento de centros educativos bilingües en todas las comunidades autónomas refleja la relevancia que nuestro país le otorga al bilingüismo especialmente en lengua inglesa. Este fenómeno ha requerido la reconfiguración de las aulas y la implementación del Aprendizaje Integrado de Contenidos en Lenguas Extranjeras (AICLE). Uno de los desafíos de este escenario se vincula a la atención a las diversidades de los estudiantes media…
Apoyo Educativo desde la Perspectiva del Estudiantado
This study aims to understand students' perceptions of the educational support they receive.A qualitative study was conducted using semi-structured interviews with thirteen students with Special Educational Needs from different primary and secondary schools.The results indicate, on the one hand, that students do not experience the same sense of belonging in their reference classroom, feeling disconnected from the dynamics developed, and in some c…
Community Based Participatory Research and Peer Mentorship in Higher Education
Students who enter higher education as independent students do not bring with them the financial and familial support that their dependent counterparts experience. When these needs are not met, their likelihood of graduating is decreased. One method that has shown promise for addressing support that promotes belonging and well-being is peer mentorship. The following study presents data collected from students at a western, urban, Hispanic Serving…
Students as agents of school change for inclusive education
What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level
In the last two decades, there has been a global movement towards pedagogies that create more inclusive school environments in order to meet the needs of diverse learners. One such approach is Universal Design for Learning (UDL), which foregrounds the design of flexible and accessible learning experiences for all, regardless of learner characteristics. Technology is a key enabler in this. To date, much of the research on UDL has focused on its im…
Beyond disability. Are culturally and linguistically diverse (CLD) students overrepresented in the Spanish special education system? An intersectional data-based approach / Más allá de la discapacidad…
In this paper, we use the concept of intersectionality to explore the situation of culturally and linguistically diverse (CLD) students attending special education units or schools in Spain from 2009 to 2019. Using the general Spanish student population as our reference group, we calculate the relative risk index for CLD students in special education. In addition to revealing clear equity gaps, the results also indicate that gender intensifies bo…
Looking at the Margins
Over the last 30 years, international education policies have emphasised the need for more inclusive environments, especially for previously marginalised and excluded populations. This article explores the status of culturally and linguistically diverse students with special educational needs in Spain between 2009 and 2019. Disaggregating the data by gender and origin (Spanish, EU, and non-EU), we compare the relative risk ratio (RRI) of ending u…
Apoyo a la inclusión educativa del alumnado con Trastornos del Espectro Autista
The purpose of the present study is to explore the functions and practices of classroom assistants commonly known in Andalusia as "Shadow Teachers" (ST), who intervene in the classroom with students with Autism Spectrum Disorder (ASD). These professionals seek to promote access and permanence in their ordinary learning environments in primary education schools in the province of Malaga (Spain). The methodological approach has been qualitative. In…
Del Apoyo dentro del Aula a la Codocencia
Los y las docentes se enfrentan desde hace años a una doble exigencia, percibida como contradictoria, ofrecer una educación común para todos y todas y, a la vez, reconocer y ajustarse a las necesidades de aprendizaje individuales de cada estudiante. Los docentes de apoyo (tradicionalmente conocidos en España como especialistas en Pedagogía Terapéutica) han tenido un papel relevante en dicha demanda. El presente estudio se centra en conocer la per…
Student diversity and student voice conceptualisations in five European countries
This article analyses the ways in which notions of student diversity and student voice are defined in five European countries, two terms directly related to notions of inclusion. In so doing, it examines links between the two terms, noting that, often, they are used in international research without acknowledging the ways that they are defined within particular national contexts. Using literature and policy documents from five countries (i.e. Aus…
Los estudiantes de Educación Primaria como co-creadores del currículo
El trabajo que se presenta forma parte del proyecto europeo "Reaching the ‘hard to reach’: inclusive responses to diversity through child-teacher dialogue” (REHARE) (Erasmus+, 2017-2020) cuyo objetivo es mejorar las prácticas docentes creando espacios de diálogo entre el alumnado y los docentes con la finalidad de contribuir al desarrollo profesional docente para mejorar la respuesta educativa a la diversidades de los estudiantes. En este sentido…
Students as researchers for promoting school improvement and inclusion
This paper comprises a review of studies that employ students as researchers/co-researchers approaches from 2000 to 2018, with a focus on school improvement and inclusion. The study is original since it focuses exclusively on the idea of students taking the role of researchers/co-researchers, instead of focusing on the broader notion of student voice that other reviews have explored previously. The results highlight the different school improveme…
Creación de una Estructura Colaborativa entre el Alumnado, Docentes e Investigadores
El trabajo que se presenta tiene como objetivo mostrar la eficacia de la creacin de una estructura de dilogo entre estudiantes y profesorado con la finalidad de mejorar las prcticas docentes en el sentido de articular con equidad la presencia, el aprendizaje y la participacin de todo el alumnado sin dejar a nadie atrs. Se trata de un proyecto de investigacin-accin en el que se ha contado con la participacin de seis centros de educacin primaria. E…
Evaluación de la Inclusión en Educación Superior Mediante Indicadores
Las universidades son espacios a los que determinados estudiantes no acceden o en los que encuentran destacados obstáculos para permanecer. Avanzar hacia la construcción de universidades donde todos puedan aprender y participar es una tarea inaplazable que muchas instituciones desconocen cómo enfrentar. Este trabajo tiene como objetivo diseñar un sistema de indicadores que facilite a las instituciones universitarias la autoevaluación de las condi…
Higher education inclusivity
This article analyses the perspectives of faculty members on disability in higher education. Their testimonies give value to the attitudes and qualities of university students with disabilities and show how they influence their professional and personal development. We carried out a qualitative study, through interviews with 119 faculty members of different fields from 10 Spanish universities, who were nominated by students with disabilities for …
University students with disabilities in Spain
Higher education institutions in Spain are required, by law, to make anticipatory reasonable adjustments for students with disabilities. This work explores the contributions of 119 faculty members for the inclusion of students with disabilities. Specifically, the aim was to know their beliefs and knowledge about reasonable adjustments, which types of adjustment they carried out, what implications that affect faculty members were associated with m…
Understanding inclusion support systems
This article presents the findings of an empirical study that aimed to gain an in-depth understanding of how inclusive support systems are configured. A qualitative case study approach was used to explore the trajectories, shared beliefs and daily practices that shape the dynamics of three educational centres recognized by external assessors for their inclusive policies and attention to diversity. The analysis carried out enabled the identificati…
Incorporating students’ voices in the ‘Lesson Study’ as a teacher-training and improvement strategy for inclusion / La incorporación de la voz del alumnado a la ‘Lesson Study’ como estrategia de forma…
An experience of collaborative action research to improve teaching practices from an inclusive perspective is discussed. The aim of the project is to promote teaching practices for compulsory secondary education teachers that facilitate all students’ learning and participation. We have used two strategies as catalysts of change. The first is student participation and the second is teacher collaboration in developing what is called the Lesson Stud…
Aprendiendo de las Voces de los Alumnos y Alumnas para Construir una Escuela Inclusiva
Este artículo comprende fundamentalmente una revisión bibliográfica extensa sobre la temática de la voz de los alumnos desde el marco de la investigación inclusiva considerando que las visiones, perspectivas y apoyos de los alumnos representan aportaciones de inestimable valor para construir una escuela para todos. Se exponen y analizan las modalidades de participación del alumnado en la investigación educativa, centrándonos especialmente en la c…
Análisis y valoración crítica de las funciones del profesorado de apoyo desde la educación inclusiva
En un sistema educativo que aspira a ser inclusivo, todos sus elementos deben articularse de forma que su funcionamiento conjunto contribuya al fin previsto. En este texto se analiza un elemento central en el polifacético proceso de inclusión educativa, a saber: la cuestión de los apoyos que precisan los centros educativos, y en último término su profesorado, para hacer frente a una empresa que, a todas luces, es compleja, difícil y dilemática. S…
Educación inclusiva o educación sin exclusiones
Este articulo se incluye en el monografico 'Educacion inclusiva'. Resumen basado en el de los autores. Notas a pie de pagina
Paradojas y dilemas en el proceso de inclusión educativa en España
En este artículo se presentan algunos análisis parciales procedentes de un estudio más amplio financiado por el CIDE (Centro de Investigación y Documentación Educativa) en el que se consultó, a través de un cuestionario elaborado ad hoc, la opinión sobre el proceso de inclusión educativa (definido conforme a la propuesta de Ainscow, Booth y Dyson, 2006) de expertos en materia de educación de las organizaciones de personas con discapacidad que for…
Evaluación de la Inclusión en Educación Superior Mediante Indicadores
Las universidades son espacios a los que determinados estudiantes no acceden o en los que encuentran destacados obstáculos para permanecer. Avanzar hacia la construcción de universidades donde todos puedan aprender y participar es una tarea inaplazable que muchas instituciones desconocen cómo enfrentar. Este trabajo tiene como objetivo diseñar un sistema de indicadores que facilite a las instituciones universitarias la autoevaluación de las condi…
University students with disabilities in Spain
Higher education institutions in Spain are required, by law, to make anticipatory reasonable adjustments for students with disabilities. This work explores the contributions of 119 faculty members for the inclusion of students with disabilities. Specifically, the aim was to know their beliefs and knowledge about reasonable adjustments, which types of adjustment they carried out, what implications that affect faculty members were associated with m…
Incorporating students’ voices in the ‘Lesson Study’ as a teacher-training and improvement strategy for inclusion / La incorporación de la voz del alumnado a la ‘Lesson Study’ como estrategia de forma…
An experience of collaborative action research to improve teaching practices from an inclusive perspective is discussed. The aim of the project is to promote teaching practices for compulsory secondary education teachers that facilitate all students’ learning and participation. We have used two strategies as catalysts of change. The first is student participation and the second is teacher collaboration in developing what is called the Lesson Stud…
Understanding inclusion support systems
This article presents the findings of an empirical study that aimed to gain an in-depth understanding of how inclusive support systems are configured. A qualitative case study approach was used to explore the trajectories, shared beliefs and daily practices that shape the dynamics of three educational centres recognized by external assessors for their inclusive policies and attention to diversity. The analysis carried out enabled the identificati…
Aprendiendo de las Voces de los Alumnos y Alumnas para Construir una Escuela Inclusiva
Este artículo comprende fundamentalmente una revisión bibliográfica extensa sobre la temática de la voz de los alumnos desde el marco de la investigación inclusiva considerando que las visiones, perspectivas y apoyos de los alumnos representan aportaciones de inestimable valor para construir una escuela para todos. Se exponen y analizan las modalidades de participación del alumnado en la investigación educativa, centrándonos especialmente en la c…
Students as agents of school change for inclusive education
Aprendiendo de las Voces de los Alumnos y Alumnas para Construir una Escuela Inclusiva
Este artículo comprende fundamentalmente una revisión bibliográfica extensa sobre la temática de la voz de los alumnos desde el marco de la investigación inclusiva considerando que las visiones, perspectivas y apoyos de los alumnos representan aportaciones de inestimable valor para construir una escuela para todos. Se exponen y analizan las modalidades de participación del alumnado en la investigación educativa, centrándonos especialmente en la c…
Incorporating students’ voices in the ‘Lesson Study’ as a teacher-training and improvement strategy for inclusion / La incorporación de la voz del alumnado a la ‘Lesson Study’ como estrategia de forma…
An experience of collaborative action research to improve teaching practices from an inclusive perspective is discussed. The aim of the project is to promote teaching practices for compulsory secondary education teachers that facilitate all students’ learning and participation. We have used two strategies as catalysts of change. The first is student participation and the second is teacher collaboration in developing what is called the Lesson Stud…
Understanding inclusion support systems
This article presents the findings of an empirical study that aimed to gain an in-depth understanding of how inclusive support systems are configured. A qualitative case study approach was used to explore the trajectories, shared beliefs and daily practices that shape the dynamics of three educational centres recognized by external assessors for their inclusive policies and attention to diversity. The analysis carried out enabled the identificati…
Higher education inclusivity
This article analyses the perspectives of faculty members on disability in higher education. Their testimonies give value to the attitudes and qualities of university students with disabilities and show how they influence their professional and personal development. We carried out a qualitative study, through interviews with 119 faculty members of different fields from 10 Spanish universities, who were nominated by students with disabilities for …
University students with disabilities in Spain
Higher education institutions in Spain are required, by law, to make anticipatory reasonable adjustments for students with disabilities. This work explores the contributions of 119 faculty members for the inclusion of students with disabilities. Specifically, the aim was to know their beliefs and knowledge about reasonable adjustments, which types of adjustment they carried out, what implications that affect faculty members were associated with m…
Creación de una Estructura Colaborativa entre el Alumnado, Docentes e Investigadores
El trabajo que se presenta tiene como objetivo mostrar la eficacia de la creacin de una estructura de dilogo entre estudiantes y profesorado con la finalidad de mejorar las prcticas docentes en el sentido de articular con equidad la presencia, el aprendizaje y la participacin de todo el alumnado sin dejar a nadie atrs. Se trata de un proyecto de investigacin-accin en el que se ha contado con la participacin de seis centros de educacin primaria. E…
Evaluación de la Inclusión en Educación Superior Mediante Indicadores
Las universidades son espacios a los que determinados estudiantes no acceden o en los que encuentran destacados obstáculos para permanecer. Avanzar hacia la construcción de universidades donde todos puedan aprender y participar es una tarea inaplazable que muchas instituciones desconocen cómo enfrentar. Este trabajo tiene como objetivo diseñar un sistema de indicadores que facilite a las instituciones universitarias la autoevaluación de las condi…
Student diversity and student voice conceptualisations in five European countries
This article analyses the ways in which notions of student diversity and student voice are defined in five European countries, two terms directly related to notions of inclusion. In so doing, it examines links between the two terms, noting that, often, they are used in international research without acknowledging the ways that they are defined within particular national contexts. Using literature and policy documents from five countries (i.e. Aus…
Los estudiantes de Educación Primaria como co-creadores del currículo
El trabajo que se presenta forma parte del proyecto europeo "Reaching the ‘hard to reach’: inclusive responses to diversity through child-teacher dialogue” (REHARE) (Erasmus+, 2017-2020) cuyo objetivo es mejorar las prácticas docentes creando espacios de diálogo entre el alumnado y los docentes con la finalidad de contribuir al desarrollo profesional docente para mejorar la respuesta educativa a la diversidades de los estudiantes. En este sentido…
Students as researchers for promoting school improvement and inclusion
This paper comprises a review of studies that employ students as researchers/co-researchers approaches from 2000 to 2018, with a focus on school improvement and inclusion. The study is original since it focuses exclusively on the idea of students taking the role of researchers/co-researchers, instead of focusing on the broader notion of student voice that other reviews have explored previously. The results highlight the different school improveme…
Looking at the Margins
Over the last 30 years, international education policies have emphasised the need for more inclusive environments, especially for previously marginalised and excluded populations. This article explores the status of culturally and linguistically diverse students with special educational needs in Spain between 2009 and 2019. Disaggregating the data by gender and origin (Spanish, EU, and non-EU), we compare the relative risk ratio (RRI) of ending u…
Apoyo a la inclusión educativa del alumnado con Trastornos del Espectro Autista
The purpose of the present study is to explore the functions and practices of classroom assistants commonly known in Andalusia as "Shadow Teachers" (ST), who intervene in the classroom with students with Autism Spectrum Disorder (ASD). These professionals seek to promote access and permanence in their ordinary learning environments in primary education schools in the province of Malaga (Spain). The methodological approach has been qualitative. In…
Del Apoyo dentro del Aula a la Codocencia
Los y las docentes se enfrentan desde hace años a una doble exigencia, percibida como contradictoria, ofrecer una educación común para todos y todas y, a la vez, reconocer y ajustarse a las necesidades de aprendizaje individuales de cada estudiante. Los docentes de apoyo (tradicionalmente conocidos en España como especialistas en Pedagogía Terapéutica) han tenido un papel relevante en dicha demanda. El presente estudio se centra en conocer la per…
Análisis y valoración crítica de las funciones del profesorado de apoyo desde la educación inclusiva
En un sistema educativo que aspira a ser inclusivo, todos sus elementos deben articularse de forma que su funcionamiento conjunto contribuya al fin previsto. En este texto se analiza un elemento central en el polifacético proceso de inclusión educativa, a saber: la cuestión de los apoyos que precisan los centros educativos, y en último término su profesorado, para hacer frente a una empresa que, a todas luces, es compleja, difícil y dilemática. S…
Educación inclusiva o educación sin exclusiones
Este articulo se incluye en el monografico 'Educacion inclusiva'. Resumen basado en el de los autores. Notas a pie de pagina
Paradojas y dilemas en el proceso de inclusión educativa en España
En este artículo se presentan algunos análisis parciales procedentes de un estudio más amplio financiado por el CIDE (Centro de Investigación y Documentación Educativa) en el que se consultó, a través de un cuestionario elaborado ad hoc, la opinión sobre el proceso de inclusión educativa (definido conforme a la propuesta de Ainscow, Booth y Dyson, 2006) de expertos en materia de educación de las organizaciones de personas con discapacidad que for…
What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level
In the last two decades, there has been a global movement towards pedagogies that create more inclusive school environments in order to meet the needs of diverse learners. One such approach is Universal Design for Learning (UDL), which foregrounds the design of flexible and accessible learning experiences for all, regardless of learner characteristics. Technology is a key enabler in this. To date, much of the research on UDL has focused on its im…
Beyond disability. Are culturally and linguistically diverse (CLD) students overrepresented in the Spanish special education system? An intersectional data-based approach / Más allá de la discapacidad…
In this paper, we use the concept of intersectionality to explore the situation of culturally and linguistically diverse (CLD) students attending special education units or schools in Spain from 2009 to 2019. Using the general Spanish student population as our reference group, we calculate the relative risk index for CLD students in special education. In addition to revealing clear equity gaps, the results also indicate that gender intensifies bo…
Análisis de estrategias educativas inclusivas en contextos bilingües de la Comunidad de Madrid
En la actualidad, el aumento de centros educativos bilingües en todas las comunidades autónomas refleja la relevancia que nuestro país le otorga al bilingüismo especialmente en lengua inglesa. Este fenómeno ha requerido la reconfiguración de las aulas y la implementación del Aprendizaje Integrado de Contenidos en Lenguas Extranjeras (AICLE). Uno de los desafíos de este escenario se vincula a la atención a las diversidades de los estudiantes media…
Apoyo Educativo desde la Perspectiva del Estudiantado
This study aims to understand students' perceptions of the educational support they receive.A qualitative study was conducted using semi-structured interviews with thirteen students with Special Educational Needs from different primary and secondary schools.The results indicate, on the one hand, that students do not experience the same sense of belonging in their reference classroom, feeling disconnected from the dynamics developed, and in some c…
Community Based Participatory Research and Peer Mentorship in Higher Education
Students who enter higher education as independent students do not bring with them the financial and familial support that their dependent counterparts experience. When these needs are not met, their likelihood of graduating is decreased. One method that has shown promise for addressing support that promotes belonging and well-being is peer mentorship. The following study presents data collected from students at a western, urban, Hispanic Serving…
Students as agents of school change for inclusive education
Etiquetar la diversidad
This article reports on an educational ethnography conducted in a school located in a multicultural neighborhood of Barcelona. The study examines local factors contributing to the disproportionate placement of culturally and linguistically diverse students in special education. It draws on Disability Critical Race Theory—which argues that notions of ability and race are co-constructed within an ideology of normality—and on the concept of DefectCr…
Inclusive education implementation
Inclusive Education and Diversity (17 obras) · Sociology (15 obras) · Pedagogy (13 obras) · Psychology (12 obras) · Humanities (9 obras) · Political science (8 obras) · Art (7 obras) · Education and Teacher Training (7 obras) · Social science (7 obras) · Disability Education and Employment (5 obras)