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Within the R + D + I project “Study of the educational response to students with Specific Need of Educational Support hereinafter (SEN) associated with disability”, one of the areas analyzed covers extracurricular and complementary activities and if these meet the needs of students with specific educational support needs. Our objective in this research is to describe and analyze the inclusion of students with SEN associated with disability in the development of extracurricular activities. A total of 1496 teachers from Spain participated in this study, answering a questionnaire prepared ad hoc. The independent variables in the study were sex, type of center (rural or urban) and ownership (public or private). The results showed that the teachers consider that most of the centers allow the participation in extracurricular activities of the students with SEN; in parallel, it was discovered that these centers are not fully equipped to serve students with SEN.

Background: The aim of the present study was to evaluate teacher perceptions on the training received in intercultural education. Methods: The article presents a quantitative, non- experimental and ex-post-facto type of research; directed to inquire about the perceptions of the teachers of primary education in Andalusia (Spain) in relation to the intercultural training received. Based on the descriptive survey method, two questionnaires were administered to a sample composed of 320 students and 80 teachers. Results: The results show certain strengths of the training teacher programs in the field of interculturality (encouragement of reflection, participation and collaboration …), as well as weaknesses (decontextualization, inflexibility, primacy of theoretical learning, non-transversal character, etc.). Conclusions: Despite strengths, intercultural teacher training continues to be a challenge in Andalusia.

Educación y Valores son dos términos que mantienen una estrecha relación. Todo acto educativo tiene una fundamentación axiológica que orienta su diseño, desarrollo y evaluación. La educación conlleva siempre una relación explícita o implícita hacia el valor, ya que no puede llevarse a término el más mínimo acto educativo sin alguna referencia a un conjunto de valores. Y ello es así, por cuanto la educación en su misma esencia y fundamento es valiosa. Una educación sin valores no es posible, ni deseable. No puede separarse el valor de la educación, como no puede separarse el cuerpo de la mente en

The importance of music, as well as the different and diverse possibilities that it offers, favors the emotional development of any person. This research is based on the development and application of a set of activities, whose transversal axis is the use of music, to favor and promote the emotional development of people with Down syndrome. This application of activities was developed with a group of eight participants, between the ages of twenty and forty-five years old. Additionally, under a total duration of eight working sessions. In these sessions, listening, vocal, instrumental, and movement activities were developed. For each of the emotions worked on; joy, fear, anger, sadness, calm, and love, a story and a song from the story were selected for each one of them. The methodology used was qualitative, using program evaluation. For this purpose, on the one hand, the data obtained during the different sessions were analyzed, and on the other hand, the data collected in the two discussion groups carried out were analyzed. Finally, the data obtained were organized into six categories: image recognition, observation of emotions, experience of emotions, identification of emotions, recognition of emotions, and finally, enjoyment of emotions. It could be seen that, after the sessions, there was a significant improvement in the different categories. However, in the categories of identification of emotions and recognition of emotions, the results were more favorable compared to the rest.

The educational response to students with specific needs for educational support associated with disability could not be understood within the current educational landscape without addressing how Information and Communication Technology (ICT) is used within those responses. ICT support is not a matter of fashion or one-off use due to the current circumstances brought about by the effects of the COVID-19 pandemic. Programmes and materials are already being developed to enable such application. Even from the Universal Learning Design approaches, it is precisely the use of technologies in learning processes, with special emphasis on educational inclusion processes, which are a key focus. This study deals with the perception that teachers have of this use of ICT with students with disabilities: How are the resources available to them and how good is their training in this respect? To do this, a section of a questionnaire was used, which forms part of the R + D + I project awarded under a national call in Spain, and which in one of its categories precisely focuses attention on this use of ICT. In turn, this category, according to the confirmatory factor analysis carried out, is subdivided into three subcategories: didactic use, spaces and resources, and finally teacher training. We are also interested in knowing if there are differences of opinion between population groups grouped according to sex, ownership of the education centre and location of the centre (urban, or rural). The results indicate that although there is good use and good preparation of teachers, the level of resources is low and teacher training needs to be reinforced.

The study we present is based on the responses given to students with specific educational support needs in compulsory education stages. Focused from the perspective of teachers within the framework of educational inclusion. To this end, the role of teachers and their influence on curriculum design, methodology, and assessment is taken into account. A descriptive and inferential methodological approach is used, with a sample of 2457 teachers from the Spanish context, applying an ad-hoc questionnaire. The results indicate the influence of teachers’ socio-demographic variables on the implementation of curriculum design, methodology, and assessment strategies in line with educational inclusion. The conclusions highlight the reactive versus proactive nature of teaching, although the sufficiency of educational practice is considered, characterised by differences according to age, gender, experience, or location of educative centre, among other variables analysed. It is established that improvements can be identified that can be strengthened. Specifically those related to the interests and motivations of students with SEN and their participation in assessment processes.

La educación inclusiva implica que todos los estudiantes aprendan juntos independientemente de sus condiciones personales, sociales o culturales, incluidos aquellos que presentan una discapacidad. (UNICEF, 2001). Este paradigma educativo implica cambios en las tradicionales responsabilidades y funciones del profesorado. Desde un enfoque inclusivo se requiere una especialización por parte del profesorado en la atención a situaciones de alumnos y alumnas con necesidades educativas especiales que permitan que todos los educandos, en la medida de lo posible, formen parte de un sistema normalizado (González Olivares y Blanco García, 2015). Este aspecto supone el fin de la dicotomía tradicional entre el profesor