https://hdl.handle.net/10259/7618 Wed, 09 Sep 2026 10:06:36 GMT 2026-09-09T10:06:36Z https://hdl.handle.net/10259/11877 Intellectual disability in higher education: Self-perceived training needs of university teachers Corbí Santamaría, Miguel; Tombolato, Monica; Bueno Sánchez, Lidia; Hermans, Katrien; Valenti, Antonella; Garcés Ferrer, Jorge; Straniero, Alessandra; Brojčin, Branislav; Mesquita, Cristina; Bonifácio, Evangelina; Martini, Berta; Rodríguez Cano, Sonia; Milants, Michelle; Glumbić, Nenad The inclusion of students with disabilities in higher education is a fundamental right recognised by the legal system since its recognition in the United Nations Convention on the Rights of Persons with Disabilities. However, the measures adopted by European countries to promote their incorporation are not always accompanied by parallel training actions that provide university professors with the necessary knowledge to incorporate people with intellectual disabilities into the classroom with the same guarantees and opportunities as people without intellectual disabilities.This paper aims to provide specific data on the self-perceived training needs of university teaching staff and thus lay the foundations for a specific training programme. A cross-sectional study was carried out by means of a survey designed to collect the teachers’ perceptions of their own competences and the effectiveness of their knowledge, as well as the importance they attached to some aspects of intellectual disability. The survey was administered to teachers in Serbia, the Netherlands, Portugal, Italy and Spain, with a total sample of 1009 teachers.The results obtained showed that the perception of self-perceived competence in educational skills is dependent on three main factors: previous specific training, teaching experience with people with intellectual disabilities and own personal experiences. The present study demonstrated the concern and need of the teaching staff to obtain specific training on people withintellectual disabilities in higher education. Fri, 01 Jan 2021 00:00:00 GMT https://hdl.handle.net/10259/11877 2021-01-01T00:00:00Z https://hdl.handle.net/10259/9254 The Boomerang Effect of Suppression of Emotional Expression: Relationship Power, Affectivity and Adolescent and Youth Male-To-Female Dating Violence Ubillos Landa, Silvia; Nieto González, Sandra; Puente Martínez, Alicia; Gracia Leiva, Marcela; González Castro, José Luis Scarce research has been performed on the role of power, affectivity, and suppression of emotional expression in the use of dating violence by adolescents and young men. This study aims to analyze a model of the associations between perceived power (control and dominance), affectivity (positive and negative affect), suppression of emotional expression and the frequency of use of male-to female dating violence. Participants in this cross-sectional and correlational study were 786 Spanish students aged between 13 and 25 years (M = 18.80; SD = 2.93) divided in two groups: 13–18 (316 adolescents, M = 15.58; SD = 1.02) and 18–25 (462 young men, M = 20.79; SD = 1.98) with 8 participants not stating their age. Different sequential mediation models confirmed that, only in young men, affectivity (negative and positive affect) and suppression of emotional expression mediate the relationship between power and the use of dating violence. Fostering equal relationships, associating them with positive emotional states, avoiding the frustration derived from low power perception, and providing young men with strategies for appropriately expressing their emotions may help decrease the use of dating violence. Sat, 16 Sep 2023 00:00:00 GMT https://hdl.handle.net/10259/9254 2023-09-16T00:00:00Z https://hdl.handle.net/10259/7617 Integrative models of education for citizenship (Handbook) Corbí Santamaría, Miguel; García Terceño, Eva María; Alonso Centeno, Almudena; Greca Dufranc, Ileana María; Ortega Sánchez, Delfín; Ortiz Revilla, Jairo; Sanz de La Cal, Esther; Lipták, Jakub; Polák Čuchtová, Iveta; Parucka, Ewa; Powęska, Monika; Hansen, Kerstin; Sohr, Tobias Desarrollar una ciudadanía activa es esencial para alcanzar una participación social bajo principios como el respeto mutuo y la no violencia, de acuerdo con los derechos humanos. Nuestra sociedad necesita formar personas con capacidad de decisión y pensamiento crítico para afrontar los problemas actuales. Este manual ofrece a los lectores una perspectiva global sobre qué son los modelos integrados de educación, así como una aproximación al concepto de ciudadanía activa, que incluye la defensa de los derechos humanos con tintes de inclusión y equidad, y su aplicación en el aula. Asimismo, contribuye a alcanzar el punto de partida para desarrollar alternativas innovadoras de educación con matices de aquellas competencias que nuestra sociedad actual demanda con fuerza. Wed, 15 Mar 2023 00:00:00 GMT https://hdl.handle.net/10259/7617 2023-03-15T00:00:00Z