Emotional education in educational legislation in Spain and Andalusia

La legislación educativa en España establece la obligación de adoptar, en los centros educativos, medidas para que la actividad física y la dieta equilibrada formen parte de la población escolar, promoviendo la práctica diaria de actividad física durante la jornada escolar y siguiendo las recomendaciones de los organismos competentes. El profesor de Educación Física es el responsable del diseño, coordinación y supervisión de las medidas que a estos efectos se adopten en el centro educativo. Para ayudar a las instituciones educativas a cumplir con estos requerimientos, en algunas comunidades autónomas, como la gallega, se han creado programas de innovación educativa. Presentamos aquí un estudio descriptivo longitudinal realizado con centros educativos de la comunidad autónoma de Galicia, en el momento inicial de aplicación de dichos programas, denominados Proyectos Deportivos de Centro. Buscábamos realizar esta investigación a modo de diagnóstico para mejorarlos y crear estructuras que en el futuro respondan adecuadamente a la realidad de las escuelas, del profesorado, del alumnado y del entorno (perspectiva ecológica).

The recent educational legislation in Spain shows a great interest in enhancing the talents of all citizens. Different models of identification and intervention for students with high intellectual abilities (HIAs) coexist. The assessment model based on intelligence is still in force in the psychoeducational guidance field; however, from the research, other multidimensional and developmental models are prevalent, rethinking the nature of giftedness and talent, as well as identification and educational practices. These models consider HIA as potential in development, depending on the interrelation among neurobiological bases, personal, and environmental conditions. Efforts are being made to detect high-ability students. The most common intervention measures are the school enrichment of the curriculum, curricular adaptations, and acceleration. Several universities and some autonomous communities (i.e., school districts in the states) have organized extracurricular enrichment programs, some for longer than 10 years. The training of specialized teachers in high abilities has substantially increased, both in the Ministry of Education and autonomous local communities. Universities have also included some subjects in their programs related to this issue of gifted education with specific training designed in postgraduate courses. The research agendas of HIAs currently focus on studying metric approximation, identification and profiles, cognitive functioning and creativity, management of cognitive resources, socioemotional characteristics, gender, enrichment programs, and their effectiveness.

RESUMEN: En base a la legislación vigente, y por tanto, a la obligación que las universidades españolas tienen de enseñar contenidos relacionados con el diseño universal o diseño para todos en aquellas titulaciones que se relacionen con la participación de todos los ciudadanos en la sociedad, este trabajo tiene como objetivo fundamental hacer un análisis de cómo se está llevando a cabo este proceso en las titulaciones de ingeniería informática y arquitectura. Para ello, se ha contado con una muestra total de 159 guías docentes de asignaturas de ambas titulaciones de todas las universidades españolas. Los principales resultados del estudio demuestran que menos de la mitad de universidades estaría enseñando contenidos relacionados con el diseño universal y que existen un total de 59 titulaciones en las que se imparten contenidos relacionados con el diseño universal, aunque con diferencias significativas entre arquitectura e ingeniería informática. Finalmente, los autores discuten sobre la necesidad de cumplir la legislación vigente universitaria en la inclusión de contenidos relacionados con el diseño para todas las personas.The implementation of universal design content on computer engineering and architecture in SpainABSTRACT: Current education legislation in Spain ensures the participation of all citizens in society consequently, universities have to teach about universal design. This study focuses on the implementation of this process in the undergraduate degrees of computer engineering and architecture. A total sample of 159 academic guides from both degrees werea nalysed. The main results of the study show that less than half of the universities teach universal design and there are 59 degrees in which universal design is taught, albeit with significant differences between architecture and computer engineering. Finally, the authors discuss the need to comply with university legislation on including design-related content for everyone.

This article analyses the main legislation in Spain regarding Bilingual Education in the stage of Primary Education. Firstly, it divides Spanish regions into monolingual and bilingual. Later, it deals with the main legislation enforced in Primary Education, and carefully analyses three main aspects: teachers’ L2 level, teachers’ methodological requirements, and the non-linguistic discipline or disciplines included in bilingual programs together with the subjects’ language or languages of delivery and assessment. The first aspect, L2, is labelled following the different levels of the European Framework of Languages. As for teaching methodology, information has been classified as “not mentioned”, “recommended” or “required”. With regards to subjects, there are four different labels: “compulsory”, “optional”, “not mentioned”, and “not specified”. A high degree of heterogeneity is observed in two of the three areas analyzed. These differences among regions do not seem to be connected with their monolingual or bilingual nature. Finally yet importantly, it should be assumed that India and Spain are not close realities in some aspects. However, the study described above might help researchers, teachers or educational authorities to reflect upon some issues which are derived from CLIL(Content and Language Integrated Learning) methodology implementation in schools.

This papers analyses data from a research on sex and relationships education at school that attends socially and educationally disadvantaged students across the province of Granada. These data show gendered discourses and practices in a patriarchal social context, marked by vulnerability and risk of social exclusion. This paper defends the thesis that segregating proposals introduced by the Ministry of Education with their imposed educational reform, LOMCE (2013), have a direct impact on the educational system and society such as to reinforce sexism, inequality and, thereby, different manifestations of gender violence in adolescence. These data check the presence of the democratic principles of equality and diversity in recent educational legislation in Spain: LOGSE (1990), LOCE (2002), LOE (2006), and LOMCE (2013). Next, the paper focuses on the debate reopened nowadays between segregated school versus coeducational school. The data allow to conclude by noting the persistence of gender inequality among adolescents, leading even to gender violence at this age. Thereby, the paper ends up defending the importance to coeducate sex and relationships education from the formal curriculum.