Examinando por Autor "Moreno Rodríguez, Ricardo"

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    Attention to diversity and educational inclusion: didactic implications. Student Handbook
    (2025-06-06) López Bastías, José Luis; Díaz Vega, Miriam; Moreno Rodríguez, Ricardo; Espada Chavarría, Rosa
    In today’s increasingly diverse classrooms, the commitment to inclusive education is not only a legal or ethical obligation—it is a fundamental pillar of quality teaching and learning. Future primary educators must be equipped with the knowledge, sensitivity, and strategies to address the varied needs of all learners, ensuring that every child, regardless of their personal, social, or cultural characteristics, can thrive in an equitable learning environment. This handbook, Attention to Diversity and Educational Inclusion: didactic implications, has been designed to support students of the Degree in Primary Education (Grado en Educación Primaria-Inglés de la URJC) in understanding and implementing inclusive practices within their future professional roles. It provides both a theoretical foundation and practical guidance, aiming to foster reflective, informed, and responsive educators who can contribute to the creation of inclusive schools. The contents of the handbook follow a logical progression, beginning with a historical and conceptual overview in Chapter 1, which explores the evolution from exclusionary educational models to those embracing inclusion. Chapter 2 introduces the key concepts that underpin inclusive education, offering clarity and coherence for further learning. In Chapter 3, attention is directed toward identifying both the direct and indirect beneficiaries of inclusive practices—emphasizing that inclusive education benefits all members of the learning community. Chapter 4 explores the barriers that limit presence, participation, and learning in schools, while examining the didactic implications of a range of disabilities, including physical, visual, hearing, and intellectual conditions. Finally, Chapter 5 presents the principles of Universal Design for Learning (UDL), a framework that promotes the development of flexible learning environments that accommodate learner variability from the outset. It is important to note that this handbook, while based on inclusive practices, is intended to provide an additional path for engaging with and deepening the content covered in class. It does not replace class attendance. Rather, it is designed to be used in conjunction with the practical activities and discussions that take place in the classroom, which are essential for developing the skills and competencies of an inclusive educator. This resource invites you to approach diversity not as a challenge, but as a strength—an opportunity to enrich the educational experience of every student.
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    Keys to Build an Inclusive University System: The Case of Spanish Public Universities
    (MDPI (Multidisciplinary Digital Publishing Institute), 2022-12-26) Díaz Vega, Miriam; Moreno Rodríguez, Ricardo; López Díaz, José María; López Bastías, José Luis
    Sustainable Development Goals and the targets described in each of them can only be fully achieved with the commitment and involvement of universities. These institutions are the perfect environment to promote and enhance sustainable human development, in such a way that from their own structure and operation they favor the transition towards the building of peaceful, fair, and inclusive societies. To achieve the goals described in SDG4, universities must address three areas in a combined and parallel way: “Institutional Management and Governance”, “Education”, and “Leadership”. Following the development of four quantitative and qualitative studies that address these areas individually, the main common conclusions are presented, aimed at showing the path that the university system must follow to achieve these goals within 10 years. The results reveal the need to the focus on the development of an inclusive university culture based on the foundations of each institution (mission, vision, and values), as well as the need to strengthen the link with the NGO sector. Similarly, this inclusive culture must be transversal in university strategic plans to ensure that all actions developed in this context are aligned with the precepts of the 2030 Agenda.