http://hdl.handle.net/10256/1530 Sat, 02 Aug 2025 19:48:17 GMT 2025-08-02T19:48:17Z http://hdl.handle.net/10256/27131 La tríada de la inclusió Montero Camacho, Mario This report describes the introduction of an inclusion program in a mainstream school in London through a resource based unit, called "The Windmill". Based on the prevalent "Triad of Impairments", which Lorna Wing developed more than 30 years ago: communication, social interaction and imagination. The "Windwill" classroom has been the pilot centre to implement a positive concept of tjhis Triad. A triangular framework model consisting of students, parents and professionals forms the Triad of Inclusion. The main interventional tools used in the pilot center are explained following this model; Aquest article descriu la introducció d'un programa d'inclusió per a nens i nenes amb autisme en una escola ordinària a la ciutat de Londres mitjançant un aula especialitzada de recursos denominada The Windmill. Basat en la Triad of Impairments o tríada de les dificultats desenvolupada per Lorna Wing fa més de 30 anys: Comunicació, Interacció Social i Imaginació; l'autor ens explica en primera persona la projecció positiva d'aquesta tríada en tres components essencials per al bon èxit del projecte: el treball especialitzat amb els alumnes, el suport als familiars i la col·laboració entre professionals. Aquest nou model triangular ho denomina “La Tríada de la Inclusió”. Seguint aquest esquema es descriuen les eines d'intervenció utilitzades al centre pilot i es donen pistes per a la possible creació d'un centre de suport amb les mateixes característiques Sat, 07 Jul 2012 00:00:00 GMT http://hdl.handle.net/10256/27131 2012-07-07T00:00:00Z http://hdl.handle.net/10256/27064 Can communities facilitate youth empowerment? A systematic analysis Soler Masó, Pere; Úcar, Xavier; Planas Lladó, Anna; González-Martínez, Juan; Llena Berñe, Asun Youth empowerment (YE) receives preferential attention in socio-educational practice and research due to the need to understand the processes that enable young people to empower themselves. Improving YE requires creating the right conditions and contexts for opportunities while ensuring equality and equity. The context and community in which youth empowerment takes place play a key role. However, academic literature has not systematically analyzed the relationship between YE and community. This article conducts a systematic literature review from 2012-2022 to examine the conceptual and methodological connections between youth empowerment and community. It identifies a diversity of concepts and practices highlighting youth participation and leadership. Six pedagogical principles for facilitating youth empowerment in community contexts are inferred. Empowerment processes between a community and its youth tend to be two-way. Finally, there is a need for further research on youth empowerment processes in community settings Tue, 01 Jul 2025 00:00:00 GMT http://hdl.handle.net/10256/27064 2025-07-01T00:00:00Z http://hdl.handle.net/10256/27055 Community participation of people with intellectual disabilities. Building a model of analysis Vilà, Montserrat; Fullana Noell, Judit; Pallisera, Maria; Valls Gabernet, María Josep; Vidal López, Carme; Vilà Suñé, Montserrat The Convention on the Rights of Persons with Disabilities urges the effective promotion of community participation among individuals with disabilities. This article presents the development of an analytical model for community participation of individuals with intellectual disabilities, undertaken in two phases: literature review and validation through the assessment of 15 experts affiliated with service providers. The outcome is a graphical model that describes an individual’s community participation, linking them to relational dimensions and thereby proposing their potential for social inclusion. This model can be utilized in social policy to assess a territory’s potential for community participation of individuals with intellectual disabilities and it enhances the proposal of actions when defining support systems to ensure accessibility and community participation Tue, 11 Mar 2025 00:00:00 GMT http://hdl.handle.net/10256/27055 2025-03-11T00:00:00Z http://hdl.handle.net/10256/26990 Social axioms on high school students in the North African context: Validation and fit of the SAS-II García Alonso, Manuel; Gallardo Vigil, Miguel Ángel; Melgar Alcantud, Patrícia; Segura Robles, Adrián Social axioms or general social beliefs represent people’s cognitive map of their social world acquired through social experiences. Empirical research has related the central constructs in the study of psychology and social axioms, establishing a broad nomological network in various cultural settings. This paper studies the validity of the Social Axioms Survey II (SASII) short form, Spanish version, on the individual level in Melilla as North Africa´s borderland. Participants were 410 high school students from 14 to 18 years of age. The reliability analysis, the discriminant validity analysis, and the confirmatory factor analysis through the structural model equation, showed similar results to previous studies in other contexts and allowing the use of the survey in Melilla. In addition it is presented a fitted model that improves the psychometric results showing significant differences with the initial model. The confirmatory multi-group analysis of the fitted model shows measurement invariance across educational centers, allowing new research possibilities in the cultural context of Melilla Mon, 02 Nov 2020 00:00:00 GMT http://hdl.handle.net/10256/26990 2020-11-02T00:00:00Z