SOCIAL VALIDITY BY PARENTS OF SPECIAL EDUCATION PROGRAMS BASED ON THE ECOLOGICAL RISK / RESILIENCE MODEL
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| Formato: | Artículo científico |
| Lenguaje: | en |
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Universidad Católica de Colombia
2015
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| _version_ | 1876430837878095872 |
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| author | Guadalupe Acle Tomasini |
| author_facet | Guadalupe Acle Tomasini |
| contents | SOCIAL VALIDITY BY PARENTS OF SPECIAL EDUCATION PROGRAMS BASED ON THE ECOLOGICAL RISK / RESILIENCE MODEL Guadalupe Acle Tomasini Laura Ma. Martínez Basurto Rosalinda Lozada García Gabriela Ordaz Villegas Psicología Social validity social importance special education educational significance acceptability of assessment procedures Social validity is focused on analyzing how goals, procedures, and outcomes associated to an intervention program benefit target individuals, and whether the potential of the program’s objectives itself is in turn achieved, including expectation assessment, behavioral changes, opportunities and development of new skills, abilities and strategies. In this sense, the instrumentation of the Ecological Risk/Resilience Model proves to be of great importance, particularly in special education programs focused on reducing risk factors and encouraging resilient behaviors in students with special educational needs (SEN), their parents and teachers. The purpose of this study was to validate –through parents- the acceptability, educational significance and social importance of special education intervention programs based on the above mentioned model. The Social Validity of Special Education Programs Questionnaire was completed by 45 mothers, 10 fathers, and 5 grandfathers of 30 elementary school children identified as having SEN. The main findings showed that fathers noticed increased changes of resilient behaviors in students both at school and at home. Statistically significant differences in some features were found between male and female participants and in every dimension (i.e., acceptability, educational significance and social importance) between participants from both schools. Differences between participants regarding the type of SEN addressed by the programs were not found, which emphasizes the educational relevance of programs develope d under this model. 2015 artículo científico 0123-9155 https://www.redalyc.org/articulo.oa?id=79841776012 en http://www.redalyc.org/revista.oa?id=798 Acta Colombiana de Psicología application/pdf Universidad Católica de Colombia Acta Colombiana de Psicología (Colombia) Num.2 Vol.18 |
| format | Artículo científico |
| id | redalyc_79841776012 |
| institution | Redalyc |
| language | en |
| publishDate | 2015 |
| publisher | Universidad Católica de Colombia |
| spellingShingle | SOCIAL VALIDITY BY PARENTS OF SPECIAL EDUCATION PROGRAMS BASED ON THE ECOLOGICAL RISK / RESILIENCE MODEL Guadalupe Acle Tomasini Psicología Social validity social importance special education educational significance acceptability of assessment procedures SOCIAL VALIDITY BY PARENTS OF SPECIAL EDUCATION PROGRAMS BASED ON THE ECOLOGICAL RISK / RESILIENCE MODEL Guadalupe Acle Tomasini Laura Ma. Martínez Basurto Rosalinda Lozada García Gabriela Ordaz Villegas Psicología Social validity social importance special education educational significance acceptability of assessment procedures Social validity is focused on analyzing how goals, procedures, and outcomes associated to an intervention program benefit target individuals, and whether the potential of the program’s objectives itself is in turn achieved, including expectation assessment, behavioral changes, opportunities and development of new skills, abilities and strategies. In this sense, the instrumentation of the Ecological Risk/Resilience Model proves to be of great importance, particularly in special education programs focused on reducing risk factors and encouraging resilient behaviors in students with special educational needs (SEN), their parents and teachers. The purpose of this study was to validate –through parents- the acceptability, educational significance and social importance of special education intervention programs based on the above mentioned model. The Social Validity of Special Education Programs Questionnaire was completed by 45 mothers, 10 fathers, and 5 grandfathers of 30 elementary school children identified as having SEN. The main findings showed that fathers noticed increased changes of resilient behaviors in students both at school and at home. Statistically significant differences in some features were found between male and female participants and in every dimension (i.e., acceptability, educational significance and social importance) between participants from both schools. Differences between participants regarding the type of SEN addressed by the programs were not found, which emphasizes the educational relevance of programs develope d under this model. 2015 artículo científico 0123-9155 https://www.redalyc.org/articulo.oa?id=79841776012 en http://www.redalyc.org/revista.oa?id=798 Acta Colombiana de Psicología application/pdf Universidad Católica de Colombia Acta Colombiana de Psicología (Colombia) Num.2 Vol.18 |
| title | SOCIAL VALIDITY BY PARENTS OF SPECIAL EDUCATION PROGRAMS BASED ON THE ECOLOGICAL RISK / RESILIENCE MODEL |
| topic | Psicología Social validity social importance special education educational significance acceptability of assessment procedures |
| url | https://www.redalyc.org/articulo.oa?id=79841776012 |