El sector deportivo español ha de adaptarse a las condiciones laborales cambiantes (especialmente tras la pandemia) para responder a las nuevas necesidades sociales. Sin embargo, actualmente no se ...disponen de estudios acerca de las habilidades competenciales de los trabajadores, y si éstas son ajustadas a la nueva realidad, que demanda habilidades distintas según roles y cercanía con los usuarios. Por ello, el objetivo de este estudio fue caracterizar la situación competencial de los trabajadores del sector deportivo español identificando sus fortalezas, dificultades y necesidades formativas. Para ello, se desarrolló el proyecto European Sector Skills Alliance for sport and physical activity (ESSA-SPORT, coordinado por EOSE) de corte exploratorio y descriptivo, que diseño e implementó una encuesta para empleadores del sector deportivo, identificando necesidades, desarrollo, tendencias y perspectivas sobre las competencias de trabajadores deportivos, siendo 111 instituciones empleadoras las participantes en el caso español, de las cuales un 39,62% correspondía a organizaciones con fines de lucro, 14,15% a ONG, 39,62% a instituciones públicas, mientras que un 6% a organizaciones que no se ajustaban a las otras tres categorías, junto con haber sido contestada por 83,6% de empleadores varones, y 14,4% de empleadoras. Los empleadores destacaron como habilidades clave para el ejercicio profesional el asegurar la integridad de los usuarios, comportarse según códigos éticos y demostrar habilidades de gestión; mientras que indicaron la necesidad en mejorar las habilidades en el trabajo con personas con discapacidad. La principal barrera que indicaron para la adquisición de competencias fueron la escasa oferta de formaciones y sus costes. Esta investigación ha puesto de manifiesto que la situación competencial de los trabajadores deportivos españoles requiere ser armonizada desde la coordinación de trabajadores y empleadores, la capacidad de acceder a formaciones actualizadas y reconocidas, así como el fomento de competencias en pro de la inclusión en los servicios deportivos.
Palabras clave: deporte, habilidades laborales, formación, profesión, trabajo.
Abstract. The Spanish sports sector has to adapt to changing labour conditions (especially after the pandemic) to respond to new social expectations. However, to date there are no studies on the competences its workers, nor regarding if the former adjusts to this new reality demanding different skills according to roles and the relation to its users. For this reason, the objective of this study was to characterize the competence situation of workers in the Spanish sports sector, identifying their strengths, difficulties, possibilities and training needs. For this purpose, the European Sector Skills Alliance for sport and physical activity (ESSA-SPORT, coordinated by EOSE) project was developed, in which a survey for employers in the sports sector, identifying needs, development, trends and perspectives on workers’ skills was designed and implemented. 111 employer institutions participated in Spanish, of which 39,62% corresponded to for-profit organizations, 14,15% to NGOs, 39,62% to public institutions and 6,6% to others, plus 83,6% of respondents were male, while 14,6% were women. Thusly, the researchers conducted an exploratory and descriptive study, where employers highlighted as key skills for professional practice: ensuring the integrity of users, behaving according to ethical codes and demonstrating management skills, while they indicated the need to improve skills for working with people with disabilities. The main barrier they indicated for the acquisition of skills were the limited supply of training and its costs. This research revealed that the competence situation of Spanish sports workers needs to be harmonized from the coordination of workers and employers, the ability to access updated and certified training, as well as the promotion of skills in favour of inclusion in sports services.
Keywords: sport, labour skills, training, profession, work.
In schools, the Special Educational Needs Coordinator (SENCO) could be considered a key policy implementer of special educational needs and inclusive policy. Issues related to time, status and the ...effective facilitation of the SENCO role have been reported on extensively, yet literature has predominantly focused on the role prior to the introduction of the Special Educational Needs and Disability (SEND) reforms in 2014.
This paper reports on research which explored the SENCO role post‐reform. The research aimed to understand how widely the role varied across differing educational settings and phases, whilst also exploring the breadth and depth of the role, post‐SEND reform. The research design was mixed methods and had two phases: online focus groups (n = 15), followed by a national online survey (n = 1903).
The findings suggest that the facilitation of the SENCO role remains problematic post‐reform. Constraints include the time to undertake responsibilities, the increasing breadth of the role and how the role is understood by others. This combined with increased external bureaucracy, budgetary constraints and a lack of consistency nationally has led to a situation where only approximately one‐third of SENCOs intend to remain in the role in five years’ time.
In England, the Special Educational Needs and Disabilities Code of Practice (2015) was heralded as a significant reformation of provision for children and young people with additional and complex ...learning needs. Effective implementation of the Code requires the key implementers, Special Educational Needs Co-ordinators (SENCos), to develop and negotiate provision in their settings, to interface with colleagues, families and expert professionals, and to apply for and implement Education and Health Care (EHC) plans for the children and young people with the most complex needs. However, whilst this added to SENCo workload and responsibilities, systemic, resource and dominant discourse challenges remained the same. EHC plans have been described as a microcosm of the wider arena of policy and practice. Studies exploring SENCo perceptions of the enablers and challenges, which has import for commissioners and practitioners, are limited. This article presents part of a mixed-methods study which examined SENCo perceptions of the salient external and internal influences on EHC plan implementation. Integration of the analysed data sets uncovered themes related to purpose, support, communities of learning, and relationships. Key recommendations, whose enactment would support and develop SENCos, so they in turn can best promote the learning, development, wellbeing and inclusion of children and young people with SEND, and their families, are made. This article closes by proposing that the need for a professional information hub and support mechanisms for SENCos has never been greater.
The assumption social studies and science in primary education to be a key-component in realizing inclusive teaching in primary classrooms for all children but especially for children with emotional ...and behavioral difficulties in special needs education is fundamental to this work. Nevertheless, there is nearly no research-based evidence on how potentials for inclusion and social learning are used in primary schools or special schools nor is there research on how teaching is planned, realized, and accounted for. This desiderate is addressed in this work. By analyzing and thereby linking the discourses in social studies and science in primary education and special education for children with emotional and behavioral difficulties, principles for education and teaching in both domains are summarized. This is the theoretical foundation of a mixed- methods-study with a two-step-design to explore the teaching practices and teachers’ beliefs of teachers in inclusive primary schools and special schools for children with emotional and behavioral difficulties in North Rhine-Westfalia, Germany. The study is composed of a partly standardized questionnaire survey (n= 80) followed by qualitive interviews with teachers as experts (n = 10). Data is consequently triangulated to explore the structure of teaching practices and possible determinants concerning the teachers, framework conditions and the learning groups. The results indicate that life-world-oriented education, disturbed student-teacher-interactions and professional lesson planning between child, method and teaching materials are important issues for the development of inclusive teaching in social studies and science in primary education. Consequently, the study outlines future fields of research and development derived from an explorative view at teaching practices in inclusive and separative education settings.
Ausgangspunkt bildet die Annahme, dass der Sachunterricht, als Kernfach der Primarstufe über seinen Allgemeinbildungsanspruch, der eine vielperspektivische und an der Lebenswelt der Kinder orientierte Sacherschließung beinhaltet, ein besonderes Potenzial sowohl für ein Lernen in inklusiven Lerngruppen wie spezifisch für Schülerinnen und Schüler mit sonderpädagogischem Förderbedarf im Bereich der sozial-emotionalen Entwicklung besitzt. Wie diese Potenziale in der Praxis genutzt werden bzw. wie sich eine diesbezügliche Praxis im Gemeinsamen Unterricht der Grundschule bzw. Förderschule überhaupt gestaltet, stellt jedoch ein umfassendes Desiderat dar, dem sich die vorliegende Arbeit widmet. Als analytische Referenzpunkte werden die bisher weitgehend unverbundenen Bezugsdiskurse der Sachunterrichtsdidaktik sowie der Sonderpädagogik im Förderschwerpunkt emotionale und soziale Entwicklung hinsichtlich ihrer zentralen pädagogisch-didaktischen Leitprinzipien befragt und in Beziehung zueinander gesetzt. Die geschaffene theoretisch-konzeptionelle Grundlagen bildet den Rahmen für eine zweiphasige Mixed-Methods-Studie zur Unterrichtspraxis sowie handlungsleitenden Motiven von Lehrkräften im Gemeinsamen Unterricht sowie an Förderschulen mit dem Förderschwerpunkt emotionale und soziale Entwicklung in Nordrhein- Westfalen. Die Erhebung setzt sich aus einer teilstandardisierte Fragenbogenerhebung (n = 80) sowie nachgelagerten qualitative Experteninterviews (n = 10) zusammen, deren Ergebnisse über eine konsequente Triangulationsstrategie aufeinander bezogen werden, um die sachunterrichtliche Angebotsstruktur sowie damit verknüpfte Einflussfaktoren auf Ebene der Lehrkräfte, der Rahmenbedingungen sowie der Lerngruppen im Vergleich der beiden Beschulungssettings zu explorieren. Die Ergebnisse werfen dabei bedeutsame Frage für die konzeptionelle Weiterentwicklung einer inklusiven Sachunterrichtsdidaktik im Kontext von Lebensweltorientierung, gestörten Lehr-Lern-Interaktionen sowie professionellem Planungshandeln zwischen Kind, Methode und Material auf. Die Untersuchung umreißt hierzu gemäß ihrem explorativen Charakter mögliche zukünftige Entwicklungsfelder.
It is almost two decades since a concept of inclusion as selective segregation was proposed as an alternative to the concept of full inclusion and inclusive education was reconfigured as providing ...children with varied educational settings in order to meet their needs. A version of this model of inclusive education subsequently gained political traction in England where the issue of segregated or mainstream provision is now constructed as a matter of parental choice and child voice. Meanwhile, the implications of this latest model of inclusive education for teachers and schools in a rapidly changing wider educational landscape have largely been ignored or reduced to a question of training. This paper explores how the inclusive education landscape has changed in England in recent years, charting recent key developments in areas such as policy, statutory guidance and teacher training, with particular reference to teacher workload and the positioning of teachers within political and polemical educational discourse.
Children with special educational needs (SEN) are more vulnerable during the COVID-19 pandemic with risk of poor mental wellbeing and child maltreatment.
To examine the impact of COVID-19 on the ...mental health of children with SEN and their maltreatment risk.
417 children with SEN studying at special schools and 25,427 children with typical development (TD) studying at mainstream schools completed an online survey in April 2020 in Hong Kong during school closures due to COVID-19.
Emotional/behavioural difficulties, quality of life and parental stress of children with SEN were compared with typically developed children using mixed effect model. Linear regression analyses were performed to explore factors associated with child emotional/behavioural difficulties and parental stress during the pandemic. Chi-square test was performed to detect the differences in maltreatment risk before and during COVID-19.
Children with SEN had significantly poorer overall quality of life (68.05 vs 80.65, p < 0.01). 23.5% of children had at least one episode of severe physical assault and 1.9% experienced very severe physical assault during COVID-19. Rates of physical assault increased significantly (59.8% vs. 71.2% p < 0.001) while children with mental disorders had increased risk of severe physical assault comparing to those without mental disorders (RR = 1.58, ꭓ2 = 5.19 p = 0.023).
Children with SEN had poorer mental health than typically developed children during the COVID-19 pandemic. Maltreatment risk for children with SEN is higher in comparison to pre-COVID-19 era. Surveillance of child maltreatment, continuity of medical and rehabilitation care to support children with SEN are essential during a disease pandemic.
•Child maltreatment risk increased in children with SEN during the COVID-19 pandemic.•Over 80% of children with SEN were victims of psychological aggression.•Over 20% of children with SEN had at least one episode of severe physical assault.•Children with mental disorders were vulnerable to severe physical abuse.•Higher parental stress led to higher risk of maltreatment for children with SEN.
This study examined predictors of access to early support amongst families of 0-6-year-old children with suspected or diagnosed developmental disabilities in the United Kingdom. Using survey data ...from 673 families, multiple regression models were fitted for three outcomes: intervention access, access to early support sources, and unmet need for early support sources. Developmental disability diagnosis and caregiver educational level were associated with intervention access and early support access. Early support access was also associated with child physical health, adaptive skills, caregiver ethnicity, informal support, and statutory statement of special educational needs. Unmet need for early support was associated with economic deprivation, the number of household caregivers, and informal support. Multiple factors influence access to early support. Key implications include enhancing processes for formal identification of need, addressing socioeconomic disparities (e.g., reducing inequalities, increasing funding for services), and providing more accessible services (e.g., coordinating support across services, flexible service provision).
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