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Spanish to English: La formación en Educación Inclusiva del alumnado egresado de los Grados de magisterios. General field: Social Sciences Detailed field: Psychology
Source text - Spanish Introducción
En la actualidad se está produciendo cambios importantes en todos los niveles educativos. Desde que empezó el movimiento en pro de la Educación Inclusiva, las escuelas a nivel internacional se rigen por el principio de inclusión, en el que se garantiza la eficacia del sistema educativo, para dar respuestas a cada una de las necesidades y cualidades del alumnado (Arnaiz, 2003; Ainscow, 2005 y Sanchez et all, 2008).
Existen distintos estudios ( Tilston et al, 2003; Jimenez-Fernández, 2004; Álvarez et al, 2005 y Cardona, 2006; Hsien, 2007) que relacionan la formación del profesorado con una mayor implicación en la Educación Inclusiva y una actitud positiva frente a esta. En dichas investigaciones se recalca la importancia de que el profesional educativo debe adquirir las competencias inclusivas necesarias una vez egresados, para así considerar la diversidad de sus aulas de manera justa e igualitaria (Sales, 2006). No solo se hace necesario el dominio de los contenidos educativos, sino también la buena disposición de competencias y habilidades que hagan de la inclusión un realidad latente (Arnaiz, 2003).
Translation - English Introduction
At the present time important changes are occurring across all different levels of education. Since the push for Inclusive Education began, schools at an international level have been ruled by the inclusion principle, which guarantees the efficiency of the educational system by attending to each of the students’ needs and personal characteristics. (Arnaiz, 2003; Two different studies exist (Tilston et al, 2003; Jimenez-Fernández, 2004; Álvarez et al, 2005 y Cardona, 2006; Hsien, 2007) which relate teacher training with a greater involvement in and positive attitude towards Inclusive Education. These studies emphasise the importance of educational staff acquiring the necessary competences in Inclusive Education once graduated, in order to be able to consider classroom diversity in a fair and equal manner (Sales, 2006). Not only is it necessary to dominate this educational content, but also to dispose of a strong set of competences and skills which help make its inclusion a latent reality (Arnaiz, 2003).
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Experience
Years of experience: 12. Registered at ProZ.com: Dec 2011.
I am a native English speaker that has been living and working in Granada, Spain since 2007.
I have BA in Fine Arts, Major in Painting and a Diploma in Psychology and Social Studies.
Absolute command of English (native) and Spanish
Experience in: various translations (scientific, information technology, diplomas and certificates, manuals, general subjects)
Excellence in proofreading.
TRANSLATION EXPERIENCE
Freelance & Agencies
I have worked for the following companies:
Ofilingua
Matiz
The Pack Language Experience
Turismo Madrid
Universidad de Teruel, Department of Psychology
Universidad de Granada, Department of Computer Science and Artificial Intelligence
Universidad de Granada, Department of Social Anthropology
Universidad de Granada, Department of History and Musical Sciences
Universidad de A Coruña, Department of Computer Science
Universidad de Jaén, Department of Computer Science
Universidad de Zaragoza, Department of Computer Science
Universidad de Burgos, Department of Civil Engineering
Instituto Nacional de Astrofísica, Óptica y Electrónica (INAOE), Computer Science Department, Mexico
Department of Information Systems, Faculty of Computing and Information Technology, King Abdulaziz University, Saudi Arabia
Departamento de Ciencias de la Computación, Universidad Central ¨Marta Abreu¨ de Las Villas (UCLV), Cuba, Wuhan University of Technology Faculty of Computer Science, China.
Keywords: spanish, english, computer, science, psychology, music, data, art
Expertise