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Title: Quina percepció té el professorat en relació amb les tecnologies i el dua? Estudi de cas a centres d'infantil i primària
Author: Mezquita Claramonte, Artur
Tutor: Gallardo, Sandra  
Abstract: The laws that develop the principles of equity and inclusion and organization of the educational response for inclusion in schools supported with public funds from the Valencian education system, have led to schooling students with Educational Needs Educational Support (ENES) in ordinary centres. The aim of this study has been to identify the perception of primary and infant teachers in regard to the impact of the inclusive universal technologies and measures, and/or the Universal Design for the Learning approach in the improvement of the learning processes of these students, taking into account experience and training, physical and sensory adaptation of spaces and resources available. A quantitative methodology with elaborated ad hoc questionnaire containing mainly closed anonymous likert-4 response questions were raised, including a few open subjective answers and an interview to Educational Psychologist to gather the opinion from a professional perspective on the questions. Twenty teachers have taken part on this study. The outcome of the study indicates that the teachers had little experience and training in technologies and UDL, but are highly motivated to learn, and are willing to receive students ENES despite the difficulties involved, as they feel that receiving good training on the above would improve educational quality. The conclusions corroborate that with the existing powerful technology and computer applications currently available and its knowledge, plus the UDL or inclusive universal measures, could lead to an obvious improvement in the teaching-learning process. However, it shows a clear lack of teaching training and lack of involvement of society.
Keywords: ICT
inclusive universal measures
teaching motivation and perception
Universal Design for Learning (UDL)
Document type: info:eu-repo/semantics/masterThesis
Issue Date: Jan-2023
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