Mercedes García

The first COL7A1 mutation survey in a large Spanish dystrophic epidermolysis bullosa cohort: c.6527insC disclosed as an unusually recurrent mutation

Background  Dystrophic epidermolysis bullosa (DEB) is a genodermatosis caused by mutations in COL7A1. The clinical manifestations are highly variable from nail dystrophy to life‐threatening blistering, making early molecular diagnosis and prognosis of utmost importance for the affected families. Mutation identification is mandatory for prenatal testing.

La formación de competencias docentes para incorporar estrategias adaptativas en el aula

La educacion adaptativa pretende que todos los estudiantes, integrados en aulas heterogeneas, consigan los objetivos basicos de la etapa. Este principio, basico en los sistemas educativos de contextos democraticos, se complementa con la necesidad de atender la diversidad. En consecuencia, la formacion del equipo docente implicado en la puesta en practica de estrategias adaptativas debe centrarse en el desarrollo de competencias ligadas al compromiso y actitud positiva hacia la diversidad, la planificacion educativa teniendo en cuenta las diferencias, la mediacion educativa y la evaluacion formativa. Este articulo justifica la necesidad y presenta las caracteristicas basicas de un programa de formacion adaptativa dirigido a profesores de matematicas de E.S.O., durante un curso escolar, que demostro ser viable y eficaz.

Development and evaluation of the team work skill in university contexts. Are virtual environments effective

Soft skills refer to those personal competencies affecting the way we interact with people and they include aspects such as communication, listening, negotiating, team work, leadership, ethics, commitment, etc. (Computerworld 35:24, 2001; Dubrin, Coaching and Mentoring Skills (NetEffect Series), 2004; J Soc Work Pract 14:149-158, 2000; InfoWorld 20:104, 1998; J Coll Teach Learn 2:1-6, 2005; Comput Can 24:21-22, 1998; Waller, Soft skills for lawyers, 2007). The role of soft skills in terms of personal growth, employability, social development, social participation, change adaptation, etc. has been widely acknowledged although there is no agreement regarding the differential importance of some soft skills over others. However, the latter point is relative given that it depends on the field of reference. Despite the fact that these competencies are highly valued in the labor market, universities seem to overlook this demand throughout students’ education process and the development and assessment of these competencies have been given but scant attention. Further, the increasing emphasis on the use of ICTs in university education and a gradual trend towards blended-learning and virtual environments have prevented the development of these competencies as they are thought to require face-to-face interaction amongst classmates and between students and teachers. This study presents the results of an innovative proposal that intends to break these barriers by focusing on promoting the learning and assessment of team work skills in virtual environments. These results prove the suitability of the program when it comes to developing and evaluating these skills in a b-learning environment.

Enfoques de atención a la diversidad, estrategias de aprendizaje y motivación en educación secundaria

This exploratory study aims to identify and analyze differences in the learningstrategies and motivational patterns manifested by high school studentsfrom the Madrid Community, based on the educational approach to diversityin the said study center. A total of 437 students answered the LearningStrategies and Motivation Questionnaire (CEAM). Several descriptive analyseswere carried out, along with an analysis of variance (ANOVA) on studentoutcomes depending on the focus of attention placed on diversity withinthe schools studied throughout the Questionnaire. Statistically, significantdifferences were found in favor of the Integral Adaptation Center regardinglearning strategies (relationship building) and motivation (intrinsic forgroup work and internal attribution). These results support the desirabilityfor educational establishments to adopt an inclusive approach to diversity soas to improve the independent learning skills among their students.

Orientaciones para hacer variables las estrategias de adaptación en Educación Secundaria Obligatoria = Making adaptative education strategies feasible at the secondary school

RESUMEN Este articulo defiende las situaciones en las que se debe abordar la adaptacion educativa y justifica los elementos que hacen posible el desarrollo de un proyecto global de atencion a la diversidad en la escuela. A partir de las teorias adaptativas y de las reflexiones surgidas tras la evaluacion de las estrategias de adaptacion implementadas en un centro de secundaria de la periferia de Madrid se plantea la necesidad de: un marco teorico, una cultura de atencion a la diversidad, un trabajo cooperativo coordinado por el departamento de orientacion y un apoyo de la administracion educativa. ABSTRACT This article tries to analyse the components that we must introduce in schools in order to plan and develop an educational project focused on teaching adapted to individual differences. The author formulates her own reflections on adaptive education theory and from the evaluation of adaptive strategies in a secondary school as: a theory, a culture of diversity, a cooperative team and support from administrative leaders.