INFORMATION

Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicólogos del Principado de Asturias).
We currently publish four issues per year, which accounts for some 100 articles annually. We admit work from both the basic and applied research fields, and from all areas of Psychology, all manuscripts being anonymously reviewed prior to publication.

PSICOTHEMA
  • Director: Laura E. Gómez Sánchez
  • Frequency:
         February | May | August | November
  • ISSN: 0214-9915
  • Digital Edition:: 1886-144X
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  • Address: Ildelfonso Sánchez del Río, 4, 1º B
    33001 Oviedo (Spain)
  • Phone: 985 285 778
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  • Email:psicothema@cop.es

Psychoeducational assessment of students with intellectual disability: professional-action framework analysis

Antonio Manuel Amor González, Miguel Ángel Verdugo Alonso, María Isabel Calvo Álvarez, Patricia Navas Macho, and Virginia Aguayo Romero

Universidad de Salamanca

Background: The right to educational inclusion for students with intellectual disability (SWID) requires the development of good assessment and intervention practices from holistic perspectives not exclusively focused on the academic limitations that SWID may present. These practices are settled in Spain, via regulations drawn up by each Autonomous Community (AC). The variety of existing regulations demands a critical review of the decisions taken to promote the inclusion of those students. Method: current regulations-in-force in each AC that regulate attention to diversity (AD) have been were analyzed by using a checklist that includes the variables that defining each stage of the AD process and the ways of providing supports that favor the development, learning and participation of SWID. Results: attention to diversity measures in each AC emphasize organizational and curricular issues, with no AC following holistic approaches in both assessment and intervention, but rather neglecting self-determination and the promotion of quality of life for SWID. Conclusions: guidelines for the development of new legal frameworks and professional practices based on the latest evidence-based models of attention to SWID and on the results are discussed.

Evaluación psicoeducativa del alumnado con discapacidad intelectual: análisis del marco de actuación profesional. Antecedentes: el derecho a la inclusión educativa del alumnado con discapacidad intelectual (ACDI) requiere buenas prácticas de evaluación e intervención desde enfoques holísticos no exclusivamente centrados en las dificultades académicas que pueda presentar el alumno. Estas prácticas se regulan en España por la normativa de cada Comunidad Autónoma (CA). La variedad de regulaciones existentes demanda una revisión crítica de las decisiones adoptadas para favorecer la inclusión de este alumnado. Método: se ha analizado la normativa vigente que regula la atención a la diversidad (AD) en cada CA empleando una lista de comprobación que recoge las variables que definen cada fase de AD y los modos de prestar apoyos que favorecen el desarrollo, aprendizaje y participación. Resultados: las medidas de AD en cada CA enfatizan aspectos organizativos y curriculares, no habiendo ninguna CA que recoja enfoques holísticos tanto en la evaluación como en la intervención, descuidando la promoción de la autodeterminación y la calidad de vida del ACDI. Conclusiones: se discuten orientaciones para el desarrollo de nuevos marcos legales y práctica profesional partiendo de los enfoques basados en la evidencia de atención al ACDI y de los resultados del estudio.

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Impact factor 2022:  JCR WOS 2022:  FI = 3.6 (Q2);  JCI = 1.21 (Q1) / SCOPUS 2022:  SJR = 1.097;  CiteScore = 6.4 (Q1)