El presente libro está integrado por 19 ponencias realizadas en la Universidad de Almería entre días 25 y 29 de mayo de 2015 para el IV Congreso Internacional de Deporte Inclusivo: 1.- OPORTUNIDADES PROFESIONALES EN ACTIVIDAD FÍSICA ADAPTADA Y DEPORTE INCLUSIVO. 2.- EL CENTRO DE ESTUDIOS SOBRE DEPORTE INCLUSIVO (CEDI): 6 AÑOS DE RECORRIDO EN INVESTIGACIÓN Y FORMACIÓN PARA LA INCLUSIÓN SOCIAL. 3.- A INCLUSÃO DO DESPORTO ADAPTADO NAS ESTRUTURAS DO DESPORTO CONVENCIONAL. 4.- DEPORTE CON SENTIDO: LA INCLUSIÓN A TRAVÉS DEL DEPORTE, DE LA TEORÍA A LA PRÁCTICA. 5.- SITUACIÓN ACTUAL DEL DEPORTE PARA PERSONAS PARA PERSONAS CON DISCAPACIDAD AUDITIVA: INSTITUCIONES, ELEGIBILIDAD Y FUTUROS RETOS. 6.- DEPORTES DE INVIERNO ADAPTADOS: SALUD, DIVERSIÓN Y COMPETICIÓN SIN BARRERAS. 7.- A INCLUSÃO DO DESPORTO ADAPTADO EM AULAS DE EDUCACÃO FÍSICA: SUGESTÕES METODOLÓGICAS. 8.- LES ÉLÈVES EN SITUATION DE HANDICAP (À BESOINS ÉDUCATIFS PARTICULIERS) EN INCLUSION SCOLAIRE N’ONT PAS BESOIN D’UNE PÉDAGOGIE PARTICULIÈREEN EDUCATION PHYSIQUE ET SPORTIVE. 9.- LOS DEPORTES ADAPTADOS Y PARALÍMPICOS COMO CONTENIDOS PARA LA INCLUSIÓN DE ALUMNOS CON DISCAPACIDAD EN LAS SESIONES DE EF: EL PROGRAMA EDUCATIVO “DEPORTE INCLUSIVO EN LA ESCUELA”. 10.- LA PERCEPCIÓN DE ALUMNOS DE SECUNDARIA Y BACHILLERATO HACIA LA INCLUSIÓN DE COMPAÑEROS CON DISCAPACIDAD EN EDUCACIÓN FÍSICA: ANÁLISIS DE LAS ACTIVIDADES DE REFLEXIÓN. 11.- EL DEPORTE EN EL CONJUNTO DE VALORES SOCIALES DE UNA COMUNIDAD. EL CASO DE ALMERÍA. 12.- EDUCACIÓN FÍSICA COMO PRÁCTICA PREVENTIVA ANTE ALUMNADO EMOCIONALMENTE DESESTRUCTURADO. 13.- TRABAJO CON UN GRUPO INTERCULTURAL DE JÓVENES ANTISOCIALES A TRAVÉS DEL DEPORTE. 14.- PREVENCIÓN DE LA CONDUCTA ANTISOCIAL A TRAVÉS DE LA PRÁCTICA DE ACTIVIDAD FÍSICA Y DEPORTIVA. 15.- REDUCCIÓN DE LA DISINCRONÍA SOCIAL Y PSICOMOTORA DE NIÑOS Y NIÑAS CON ALTAS CAPACIDADES A TRAVÉS DEL DEPORTE. 16.- VALIDACIÓN DE LA CCBS EN ACTIVIDAD FÍSICA EN PERSONAS MAYORES DE 55 AÑOS DE EDAD. 17.- ENFERMEDAD MENTAL, ÁREA DE GRAN INTERÉS PARA ESPECIALISTAS EN ACTIVIDAD FÍSICA Y DEPORTE. 18.- BENEFICIOS DEL EJERCICIO FÍSICO EN LAS ALTERACIONES METABÓLICAS EN SALUD MENTAL. 19.- DEPORTE ADAPTADO Y DAÑO CEREBRAL ADQUIRIDO.

This report examines how the two global mega-trends of population ageing and rising inequalities have been developing and interacting, both within and across generations.

This book documents and disseminates experiences from a wide range of universities, across the five continents, which showcase how the principles of sustainable development may be incorporated as part of university programmes, and present transformatory projects and programmes, showing how sustainability can be implemented across disciplines. Sustainability in a higher education context is a fast growing field. Thousands of universities across the world have signed declarations or have committed themselves to integrate the principles of sustainable development in their activities: teaching, research and extension, and many more will follow.

This volume explores the current position of CLIL on the three main fronts where it is attracting particular attention in specialized literature, namely, implementation, research, and teacher training. To this end, it presents evidence from national and international research projects, governmentally-financed pedagogical initiatives, grassroots experiences and investigations, and inter-institutional training programs which offer insights into how CLIL is working in action on the afore-mentioned three levels. The opening section of the book (â oeCLIL in action: Practical considerationsâ ) provides a window into how CLIL implementation is unravelling at the grassroots level vis-à-vis key aspects for CLIL development, such as the design of materials, the use of ICT, and the importance of extramural exposure. The second part (â oeThe effects of CLIL on language learning: Research-based evidenceâ ) explores some key areas for future research, showcasing how engaging in research as a device that drives reflection is the best possible way to continue moving the CLIL agenda forward. Finally, in the third part (â oePreparing teachers for CLIL: Practical proposalsâ ), the interface of research and pedagogy is discussed, as the former informs the latter in a clear instantiation of what Coyle (2011) terms â oeevidence-based practiceâ in setting necessary teacher training actions in place. As such, the volume addresses three burning issues in the CLIL scenario through practical and research-based proposals of tried-and-true CLIL development. If all three strands â " implementation, research, and training â " dovetail and progress in harmony, a solid template will be built for the future and the CLIL agenda will be pushed forward. By pooling together the insights of a set of researchers, teacher trainers, policy makers, and grassroots practitioners, this volume will contribute to this much-needed endeavour.

This book highlights the multiple ways that digital technologies are being used in everyday contexts at home and school, in communities, and across diverse activities, from play to web searching, to talking to family members who are far away. The book helps readers understand the diverse practices employed as children make connections with digital technologies in their everyday experiences. In addition, the book employs a framework that helps readers easily access major themes at a glance, and also showcases the diversity of ideas and theorisations that underpin the respective chapters. In this way, each chapter stands alone in making a specific contribution and, at the same time, makes explicit its connections to the broader themes of digital technologies in children’s everyday lives. The concept of digital childhood presented here goes beyond a sociological reading of the everyday lives of children and their families, and reflects the various contexts in which children engage, such as preschools and childcare centres.