Education, Developmental and Educational Psychology, Multidisciplinary, Cognitive Neuroscience
10
Scopus Publications
Scopus Publications
DIGITAL LITERACY IN UNIVERSITY STUDENTS WITH INTELLECTUAL DISABILITIES AND AUTISM SPECTRUM DISORDERS Nerea Felgueras Custodio, José María López-Díaz, José Luis López-Bastías Digital Education Review, 2025 Este estudio emana del programa de Empleo Juvenil cofinanciado por la Fundación ONCE y el Fondo Social Europeo. Busca conocer la autoeficacia percibida en competencia digital en estudiantes universitarios con discapacidad intelectual y autismo tras recibir un taller, centrado en alfabetización digital, basado en el Diseño Universal para el Aprendizaje (DUA). Se emplea un enfoque metodológico cuantitativo con un diseño pretest-postest en un solo grupo experimental. Se sigue un muestro no probabilístico por conveniencia. La muestra incluye todo el universo muestral (N=14) de 18 a 29 años con al menos un 33% de discapacidad reconocida y diagnóstico de discapacidad intelectual o TEA. La autoeficacia en competencia digital es valorada mediante la adaptación al castellano de la herramienta “The Digital Self-Efficacy" antes y después del taller. El análisis de datos incluye estadísticos descriptivos e inferenciales, concretamente, pruebas no paramétricas. Los resultados advierten que el tamaño del efecto es indicativo del impacto positivo de esta práctica. En conclusión, este estudio pone de manifiesto que el abordaje de la competencia digital, a través del DUA, en estudiantes universitarios con discapacidad intelectual y TEA deriva en un impacto positivo que repercute en el ámbito educativo, socioafectivo y prelaboral.
Evaluation of the Acquisition of Social Skills in ASD Students Under an Embedded Gamification Mode Noé Martín Palomino, César Bernal Bravo, Nerea Felgueras Custodio Education Sciences, 2025 The transformation of teaching methods has been enhanced by new methodologies, classroom practices, and materials. This work focuses on evaluation as a necessary element to improve the training process. The objective is to demonstrate the importance of a methodological and evaluation procedure supported by educational gamification carried out longitudinally. This serves as a guide for the comprehensive evaluation of social skills training with ASD students. The proposed design evaluates the acquisition of social skills and effective classroom performance based on the hours invested, measured through rubrics for cooperative tasks and tracking sheets. This non-probabilistic sample includes students aged 12 to 16 from a public Secondary Education center in Madrid. The study found that the proposed method was key in achieving objectives, highlighting the importance of creating evaluation processes that monitor the entire teaching/learning process beyond numerical grades.
Analysis of the Impact of ICT through Apps on Students with Autism Spectrum Disorder: A Systematic Review of the Literature and José María López-Díaz International Journal of Information and Education Technology, 2024 Several research studies have recognized the importance of the use of Information and Communication Technologies (ICT) in the academic performance of students with Autism Spectrum Disorder (ASD). Through a systematic review of the literature, we have sought to provide evidence on the impact of technology on the teaching-learning process of students with ASD, with the purpose of promoting the advancement of knowledge in this field, both for teachers and educational professionals, as well as for researchers. This analysis has identified some digital applications that improve academic performance and promote better communication, improved social relationships and improved emotional regulation in students with ASD. The conclusions of the study have provided evidence of the factors that need to be taken into account when designing apps to work with students with ASD. Appropriate selection involves understanding their needs and the functions of the apps. Interdisciplinary collaboration in app design helps teachers choose effective tools for each student with ASD. This will determine that teachers will be able to select those apps that best suit the individual needs of the students, taking into account the educational objectives proposed.
Development of empathy and ethical values through role-playing games as innovation for education in values Jose David Carnicero Pérez, Ricardo Moreno-Rodríguez, Nerea Felgueras Custodio International Journal of Educational Research and Innovation, 2023 For some authors, the development of empathy is a central aspect of the development of ethical values. Role-playing games can be the ideal vehicle to transfer learning from fiction to reality. The present study analyzes in an exploratory and descriptive way the scores obtained in the Test of Cognitive and Affective Empathy (TECA) of a total sample of 208 participants. Although no major differences were found between those who had previously participated in role-playing games and those who had not, there was a tendency to obtain higher mean scores than those obtained by the TECA through its scales.
FAMILIES' VIEWS on PHYSICAL EDUCATION: A DESCRIPTIVE STUDY Jose Maria Lopez Díaz, José David Carnicero Pérez, Nerea Felgueras Custodio Journal of Physical Education Maringa, 2023 It is clear that physical education is considered a compulsory subject and as such should be la-belled as an important subject, but this perspective is not always shared by the educational community. The aim of this study was to explore the perception of families with children enrolled in compulsory education about the subject of physical education. To this end, an ad hoc questionnaire was administered, consisting of 15 questions, two of which were socio-demographic in nature and the rest of which were Likert-type responses. The study is a non-experimental, descriptive, cross-sectional study. The study sample consisted of a total of 120 respondents (M=40.28 years; SD= 6.95). Participants were selected through non-probability purposive sampling. The results showed a lack of knowledge regarding the subject of physical education which implies that there are diverse opinions about the functioning and the proposed aim of this subject. However, physical education should be seen as an essential subject for the integral development of the student.
Detection of teacher training needs in inclusive education Nerea Felgueras Custodio, Miriam Díaz Vega, Ricardo Moreno-Rodríguez International Journal of Educational Research and Innovation, 2022 Es imperante detectar las necesidades de formación de profesionales de la educación sobre las necesidades educativas de estudiantes con un diagnóstico de Trastorno del Espectro Alcohólico Fetal favoreciendo así, una detección temprana que permita el correcto desarrollo de la persona y una educación basada en derechos. Para ello, el objetivo es diseñar una herramienta que permita valorar los conocimientos y las actitudes de maestros, profesores y orientadores para determinar, si corresponde, las necesidades de formación. Se aplica el método Delphi a una muestra conformada por siete expertos en la materia. En el análisis de datos, se aplicó el rango intercuartílico relativo (RIR) para determinar el consenso y la variación del RIR para determinar la estabilidad entre rondas consecutivas. En la tercera ronda se obtuvo el consenso en la mayoría de los ítems, conservando aquellos en los que RIR<.05. Entre la segunda y tercera ronda consecutiva se alcanzó la estabilidad del panel, siendo la variación del RIR menor a .05 en más del 80% de los ítems. Como conclusión, el cuestionario muestra una elevada validez de contenido e incorpora los elementos más relevantes sobre el TEAF que se deben conocer para detectar un posible caso de TEAF a una edad temprana.
Football as an alternative to work on the development of social skills in children with autism spectrum disorder with level 1 Jose Maria Lopez-Diaz, Nerea Felgueras Custodio, Inmaculada Garrote Camarena Behavioral Sciences, 2021 Given the characteristics of people with Autism Spectrum Disorder, it is evident the difficulties they show in the development of social skills. The scarce participation of people with Autism Spectrum Disorder in group sports can be taken as a reference. The aim of this study was to analyse the impact of football on the development of social skills in children with Autism Spectrum Disorder. In order to measure the sporting impact, it was necessary to implement a football training programme with the intention of evaluating different social skills. Thirteen children participated in the programme, all of them with a diagnosis of Autism Spectrum Disorder and with a severity level of 1. The study was based on a pre-experimental, pre-test/post-test design. Non-parametric tests were used for the statistical analysis, applying the Wilcoxon test. Two specific tools on social skills were used for data collection. The results showed a generalised improvement in the dimensions linked to the social skills assessed. This highlights the possibility of considering group sport as an alternative to be taken into account to work on and enhance social skills in children with Autism Spectrum Disorder.
Empirical didactic experience about flipped classroom on Physical Education area Nerea Felgueras Custodio, Manuel Delgado Pintor Retos, 2021 Este estudio pretende analizar la aplicación práctica del flipped classroom o clase invertida en varios grupos de 5º curso de Educación Primaria con la finalidad de comprobar qué diferencias existen entre la implementación de un modelo de enseñanza tradicional y un modelo de enseñanza activo en el aula. Para ello, se realizó un grupo de discusión entre los maestros con el objetivo de recabar información sobre las características de los alumnos y del funcionamiento de cada grupo. Esto permitió implementar esta metodología a dos de los tres grupos participantes, siendo uno de ellos considerado el grupo control. El diseño de la unidad didáctica requirió la creación de un portal web con información y vídeos sobre los contenidos abordados, en este caso, relacionados con la práctica del balonmano. Los resultados de la evaluación muestran un rendimiento mayor en los grupos en los que se ha implementado el flipped classroom en comparación con el grupo que no lo aplica. Además, la alta participación en la clase inversa favorece el desarrollo de nuevas habilidades motrices y una mejora de la competencia social. De estos resultados se extraen como conclusiones que la aplicación del flipped classroom favorece el afianzamiento de los lazos entre profesor-alumno, así como un acercamiento de las familias hacia el estudio de sus hijos, fomentando la cooperación y colaboración entre familias y el centro educativo. Asimismo, ha mejorado la competencia motriz y social, además de la implicación y la motivación del alumnado, convirtiendo al estudiante como agente activo de su aprendizaje. Abstract: This study aims to analyze the practical application of the flipped classroom or reverse class in various groups of the 5th year of Primary Education in order to check what differences exist between the implementation of a traditional teaching model and an active teaching model in the classroom. For this, a discussion group was held among the teachers in order to collect information on the characteristics of the students and the operation of each group. This allowed two of the three participating groups to implement this methodology, one of them being considered the control group. The design of the teaching unit required the creation of a web portal with information and videos on the content addressed, in this case, related to the practice of handball. The evaluation results show a higher performance in the groups in which the flipped classroom has been implemented compared to the group that does not apply it. Furthermore, high participation in the reverse class favors the development of new motor skills and an improvement in social competence. From these results, it is concluded that the application of the flipped classroom favors the strengthening of the ties between teacher-student, as well as an approach of families towards the study of their children, promoting cooperation and collaboration between families and the educational center. Likewise, motor and social competence have improved, in addition to the involvement and motivation of the students, making the student an active agent of their learning.
Research on university education and socio-emotional skills training for students with intellectual disability Nerea Felgueras Custodio, Ricardo Moreno-Rodríguez, José-Luis López-Bastías Revista De Estudios E Investigacion En Psicologia Y Educacion, 2020 El colectivo de personas con discapacidad intelectual advierte serios obstáculos en el acceso a formación universitaria y en el acceso y mantenimiento de un empleo. Para dar respuesta a esta necesidad, desde la Universidad Rey Juan Carlos se implementó una formación universitaria dirigida a jóvenes entre 18 y 30 años con un grado de discapacidad igual o superior al 33% con diagnóstico de discapacidad intelectual. La finalidad de este estudio es dar respuesta a las necesidades de interacción social y de regulación emocional propias de este perfil a través de la incorporación dos módulos de formación específica en habilidades sociales y de comunicación y en gestión emocional. La participación activa en los módulos prevé una mejora en estas habilidades y, por consiguiente, un desarrollo de la autonomía personal y aumento de las posibilidades de inserción laboral. Para comprobar el impacto de esta formación, se evaluó la adquisición de habilidades a través de una rúbrica en dos momentos temporales diferenciados, antes y después de la formación. El rendimiento en habilidades sociales y emocionales presenta puntuaciones de mejora tras la superación de estos módulos. Atendiendo a los resultados favorables obtenidos en la evaluación, se advierte que la formación planteada es efectiva. Sin embargo, para favorecer que el aprendizaje de estas habilidades se mantenga en el tiempo y se generalice a otros contextos, resulta necesario ampliar esta formación ofreciendo a este colectivo las herramientas necesarias para la promoción de su desarrollo personal, emocional y social, favoreciendo su inclusión laboral y social.
