Social validity by parents of special education programs based on the ecological risk / resilience model

Social validity is focused on analyzing how goals, procedures, and outcomes associated to an intervention program benefit target individuals, and whether the potential of the program's objectives itself is in turn achieved, including expectation assessment, behavioral changes, opportunities and...

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Autores:
Acle-Tomasini, Guadalupe
Martínez-Basurto, Laura Ma.
Lozada-García, Rosalinda
Ordaz-Villegas, Gabriela
Tipo de recurso:
Article of journal
Fecha de publicación:
2015
Institución:
Universidad Católica de Colombia
Repositorio:
RIUCaC - Repositorio U. Católica
Idioma:
eng
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oai:repository.ucatolica.edu.co:10983/16211
Acceso en línea:
http://hdl.handle.net/10983/16211
Palabra clave:
Social validity
Acceptability of assessment procedures
Educational significance
Social importance
Special education
Validación social
Aceptabilidad de procedimientos de evaluación
Significancia educativa
Importancia social
Educación especial
Validação social
Aceitabilidade de procedimentos de avaliação
Significância educativa
Importância social
Educação especial
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Derechos Reservados - Universidad Católica de Colombia, 2015
id UCATOLICA2_ac676d5b7f1cc3266129234a7378d921
oai_identifier_str oai:repository.ucatolica.edu.co:10983/16211
network_acronym_str UCATOLICA2
network_name_str RIUCaC - Repositorio U. Católica
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dc.title.spa.fl_str_mv Social validity by parents of special education programs based on the ecological risk / resilience model
dc.title.translated.eng.fl_str_mv Validación social por padres de programas en educación especial basados en el modelo ecológico de riesgo/resiliencia
Validação social por pais de programas em educação especial baseados no modelo ecológico de risco/resiliencia
title Social validity by parents of special education programs based on the ecological risk / resilience model
spellingShingle Social validity by parents of special education programs based on the ecological risk / resilience model
Social validity
Acceptability of assessment procedures
Educational significance
Social importance
Special education
Validación social
Aceptabilidad de procedimientos de evaluación
Significancia educativa
Importancia social
Educación especial
Validação social
Aceitabilidade de procedimentos de avaliação
Significância educativa
Importância social
Educação especial
title_short Social validity by parents of special education programs based on the ecological risk / resilience model
title_full Social validity by parents of special education programs based on the ecological risk / resilience model
title_fullStr Social validity by parents of special education programs based on the ecological risk / resilience model
title_full_unstemmed Social validity by parents of special education programs based on the ecological risk / resilience model
title_sort Social validity by parents of special education programs based on the ecological risk / resilience model
dc.creator.fl_str_mv Acle-Tomasini, Guadalupe
Martínez-Basurto, Laura Ma.
Lozada-García, Rosalinda
Ordaz-Villegas, Gabriela
dc.contributor.author.spa.fl_str_mv Acle-Tomasini, Guadalupe
Martínez-Basurto, Laura Ma.
Lozada-García, Rosalinda
Ordaz-Villegas, Gabriela
dc.subject.proposal.spa.fl_str_mv Social validity
Acceptability of assessment procedures
Educational significance
Social importance
Special education
Validación social
Aceptabilidad de procedimientos de evaluación
Significancia educativa
Importancia social
Educación especial
Validação social
Aceitabilidade de procedimentos de avaliação
Significância educativa
Importância social
Educação especial
topic Social validity
Acceptability of assessment procedures
Educational significance
Social importance
Special education
Validación social
Aceptabilidad de procedimientos de evaluación
Significancia educativa
Importancia social
Educación especial
Validação social
Aceitabilidade de procedimentos de avaliação
Significância educativa
Importância social
Educação especial
description Social validity is focused on analyzing how goals, procedures, and outcomes associated to an intervention program benefit target individuals, and whether the potential of the program's objectives itself is in turn achieved, including expectation assessment, behavioral changes, opportunities and development of new skills, abilities and strategies. In this sense, the instrumentation of the Ecological Risk/Resilience Model proves to be of great importance, particularly in special education programs focused on reducing risk factors and encouraging resilient behaviors in students with special educational needs (SEN), their parents and teachers. The purpose of this study was to validate -through parents- the acceptability, educational significance and social importance of special education intervention programs based on the above mentioned model. The Social Validity of Special Education Programs Questionnaire was completed by 45 mothers, 10 fathers, and 5 grandfathers of 30 elementary school children identified as having SEN. The main findings showed that fathers noticed increased changes of resilient behaviors in students both at school and at home. Statistically significant differences in some features were found between male and female participants and in every dimension (i.e., acceptability, educational significance and social importance) between participants from both schools. Differences between participants regarding the type of SEN addressed by the programs were not found, which emphasizes the educational relevance of programs developed under this model.
publishDate 2015
dc.date.issued.spa.fl_str_mv 2015-12
dc.date.accessioned.spa.fl_str_mv 2018-07-26T00:46:28Z
dc.date.available.spa.fl_str_mv 2018-07-26T00:46:28Z
dc.type.spa.fl_str_mv Artículo de revista
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dc.identifier.citation.spa.fl_str_mv Acle-Tomasini, G., Martínez-Basurto, L., Lozada-García, R., & Ordaz-Villegas, G. (2015). Social validity by parents of special education programs based on the ecological risk / resilience model. Acta Colombiana de Psicología, 18(2), 151-161. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/122
dc.identifier.issn.spa.fl_str_mv 0213-9155
dc.identifier.uri.spa.fl_str_mv http://hdl.handle.net/10983/16211
identifier_str_mv Acle-Tomasini, G., Martínez-Basurto, L., Lozada-García, R., & Ordaz-Villegas, G. (2015). Social validity by parents of special education programs based on the ecological risk / resilience model. Acta Colombiana de Psicología, 18(2), 151-161. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/122
0213-9155
url http://hdl.handle.net/10983/16211
dc.language.iso.spa.fl_str_mv eng
language eng
dc.relation.ispartof.spa.fl_str_mv Acta Colombiana de Psicología, Vol. 18, no. 2 (jul.-dic. 2015); p. 151-161
dc.relation.references.spa.fl_str_mv Acle-Tomasini, G. (2013). Investigación en educación especial (2002-2011): Logros y desafíos. En: De Agüero-Servín, M. (Coord.) Aprendizaje y Desarrollo 2001-2011. (pp. 21-109). México: COMIE-ANUIES.
Acle, T. G. (2012). Resiliencia y factores asociados con la integración escolar de menores con discapacidad o con aptitudes sobresalientes. En. G. Acle Tomasini. (Coord.). Resiliencia en educación especial. Una experiencia en la escuela regular (pp. 23-56). España: GEDISA-UNAM-FES Zaragoza.
Acle, T.G., Roque, H. M.P., Zacatelco, R.F., Lozada, G. R. & Martínez, B. M.L. (2007). Discapacidad y rezago escolar: Riesgos actuales. Acta Colombiana de Psicología, 10(2), 19-30.
Barret, P. M., Shortt, A. L.,Fox, I.T.& Wescombe, K. (2001). Examining the social validity of the Friends treatment program for anxious children. Behavior Change, 18(2), 63-77.
Bronfenbrenner, U. (1987). La ecología del desarrollo humano. España, Paidós.
Carter, S.L. (2010). The social validity manual. A Guide to subjective evaluation of behavior interventions. San Diego, USA: Academic Press
Chávez, S. B.I. & Zacatelco, R. F. (2012). Enriquecimiento de la creatividad: alternativa para promover conductas resilientes en niños sobresalientes de segundo ciclo de primaria. En. G. Acle Tomasini (Coord.). Resiliencia en educación especial. Una experiencia en la escuela regular (pp. 325-356). España: GEDISA-UNAM-FES Zaragoza.
Cid, C. D. (2011). Promoción de comportamientos resilientes en niños con problemas de conducta. (Master's Profesional Experience Report, unpublished). México: Programa de Maestría y Doctorado en Psicología de la Universidad Nacional Autónoma de México.
Cook, B.G, Tankersley, M. & Hajursola-Webb (2008). Evidence-based special education and professional wisdom. Putting it all together. Intervention in school and clinics, 44(2), 105-111.
Cook, B.G., Tankersley, M., Cook, L. & Landrum, T.J. (2008). "Examining the role of group experimental research in establishing evidenced-based practices". Intervention in School and Clinic, 44(2), 76-82.
Creswell, J. (2015). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. USA: Pearson.
Daunic, A., Smith, S.W., Brank, E.M. & Penfield, R. (2006). Classroom-based cognitive-behavioral intervention to prevent aggression: Efficacy and social validity. Journal of School psychology, 44(2), 123-139.
Durlak, J.A. & Du Pre, E.P. (2008). Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation. American Journal of Community Psychology, 41(3-4), 327-350.
Ernest, J.M., Thompson, Sh.E. Heckman, K.A., Hull, K. & Yates, J. (2011). Effects and Social Validity of Differentiated Instruction on Student Outcomes for Special Educators. Journal of the International Association of Special Education, 12(1), 33-41.
Foster, Sh. L. & Mash, E.J. (1999). Assessing Social Validity in Clinical Treatment Research. Issues and Procedures. Journal of Consulting and Clinical Psychology, 673, 308-319.
Fraser M.W. (2004). Risk and Resilience in childhood. An Ecological Perspective. Washington, D.C.: National Association of Social Workers Press.
Fuchs, L.S., Fuchs, D. & Speece, L. (2002). Treatment Validity A Unifying Construct for Identifying Learning Disabilities. Learning Disability Quarterly, 25(1). 33-45.
Gómez, G. M. (2011). Modelo de evaluación e intervención en niños con problemas de lenguaje oral y escrito en los primeros grados de primaria. (Master's Profesional Experience Report, unpublished). México: Programa de Maestría y Doctorado en Psicología de la Universidad Nacional Autónoma de México
Gresham, F. M., Cook, C. R., Crews, S. D & Kern, L. (2004). Skills Training for Children and Youth with Emotional and Behavioral Disorders: Validity Considerations and Future Directions. Behavioral Disorders, 30(1), 32-46.
Hurley, J. (2012). Social Validity Assessment in Social Competence Interventions for Preschool Children: A Review. Topics in Early Childhood Special Education, 32, 164-174.
Lane, K.L., Harris, K. R., Graham, S., Weisenbach, J.L., Brindel, M. & Morphy, P. (2008). The Effects of Self-Regulated Strategy Development on the Writing Performance of Second-grade Students with Behavioral and Writing Difficulties. Journal of Special Education, 41, 234-253.
Lindo, E. & Elleman, A.M. (2010). Social Validity's Presence in Field-Based Reading Intervention Research. Remedial and Special Education, 31(6), 489-499.
Domínguez, M. D.L. (2012). Modelo de evaluación e intervención para niños que presentan problemas de conducta. En. G. Acle Tomasini (Coord.). Resiliencia en educación especial. Una experiencia en la escuela regular (pp. 249-287). España: GEDISA-UNAM.
Martínez, B. M.L. & Lozada, G. R. (2012). Desarrollo y apropiación de conductas resilientes en niños con problemas de lenguaje oral y escrito. En. G. Acle Tomasini (Coord.). Resiliencia en educación especial. Una experiencia en la escuela regular (pp. 166-204). España: GEDISA-UNAM-FES Zaragoza.
Martínez, G. G, Martínez, B. M. L. & Acle, T. G. (2012). Promoción de conductas resilientes para niños de primer ciclo con dificultades en lectoescritura. En: G. Acle-Tomasini (Coord.). Resiliencia en educación especial: una experiencia en la escuela regular (255-306). España: GEDISA-UNAM-FES Zaragoza.
Meléndez, C. J. (2012). Programa para niños con discapacidad intelectual leve y bajo rendimiento intelectual: Un enfoque resiliente. En. G. Acle Tomasini (Coord.). Resiliencia en educación especial. Una experiencia en la escuela regular (pp. 132-165). España: GEDISA-UNAM-FES Zaragoza.
Méndez, A. R. (2010). Modelo de atención para estudiantes de primer ciclo de primaria con problemas de lenguaje oral y/o escrito. (Master's Profesional Experience Report, unpublished). México: Programa de Maestría y Doctorado en Psicología de la Universidad Nacional Autónoma de México.
Miramontes, N.Y. (2010). Social Validity of a Positive Behavior Model. (Thesis for Educational Specialist unpublished). Department of Counseling Psychology and Special Education. Brigham Young University. Utah, USA.
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Papalia-Berardi, A. & Hall, T.E. (2007). Teacher Assistance Team Social Validity: A Perspective from General Education Teachers. Education and Treatment of Children, 30(2), 89-110.
Reimers, T.M., Wacker D.P., Derby, M.K. & Cooper, L.J. (1995). Relationship Between Parental Attributions and the Acceptability of Behavioral Treatments for their Child's Behavior. Behavioral Disorders, 20, 171-178.
Reynolds, C.R. & Fletcher-Janzen, E. (2002). Concise Encyclopedia of Special Education. A Reference for the Education of Handicapped and Exceptional Children and Adults. USA: John Wiley & Sons.
Romero, G. E. (2012). Modelo de atención para niños con aptitudes sobresalientes de primer ciclo de primaria. En. G. Acle Tomasini (Coord.). Resiliencia en educación especial. Una experiencia en la escuela regular (pp. 288-324). España: GEDISA-UNAM-FES Zaragoza.
Sdudsawad, P. (2009) Developing a Social Vvalidity Model for Effective Utilization of Disability and Rehabilitation Research. National Institute on Disability and Rehabilitation Research, Project # H133A031402). Consultado el 9 de agosto de 2011, http/www.researchutilization.org/matriz/generate/switzerreport.html.
Strain, P.S., Barton, E.E. & Dunlap, G (2012). Lessons Learned about the Utility of Social Validity. Education and Treatment of Children 35(2), 183-200.
Turan, Y. & Meadan, H. (2011). Social Validity Assessment in Early Childhood Special Education. Young Exceptional Children. 14: 13-28.
Turan, Y. & Erbas, D. (2010). Social Vvalidity in Special Education. The Journal of International Social research, 3(10), 605-612.
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Zacatelco, R. F., Hernández, C. R. & Acle, T.G. (2012). Enriquecimiento de la creatividad escrita en alumnos sobresalientes de tercer ciclo de primaria. En. G. Acle Tomasini (Coord.). Resiliencia en educación especial. Una experiencia en la escuela regular (pp. 356-385). México: GEDISA-UNAM-FES Zaragoza.
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spelling Acle-Tomasini, Guadalupe1cb38f74-f3f3-4632-86ec-560f9972798d-1Martínez-Basurto, Laura Ma.3cc7bac1-495e-4789-99d0-e12d9c2aa69c-1Lozada-García, Rosalinda2a9ee3b2-de90-4704-9172-f5c14ae78039-1Ordaz-Villegas, Gabriela307bddec-496c-441a-ae11-362ebc138640-12018-07-26T00:46:28Z2018-07-26T00:46:28Z2015-12Social validity is focused on analyzing how goals, procedures, and outcomes associated to an intervention program benefit target individuals, and whether the potential of the program's objectives itself is in turn achieved, including expectation assessment, behavioral changes, opportunities and development of new skills, abilities and strategies. In this sense, the instrumentation of the Ecological Risk/Resilience Model proves to be of great importance, particularly in special education programs focused on reducing risk factors and encouraging resilient behaviors in students with special educational needs (SEN), their parents and teachers. The purpose of this study was to validate -through parents- the acceptability, educational significance and social importance of special education intervention programs based on the above mentioned model. The Social Validity of Special Education Programs Questionnaire was completed by 45 mothers, 10 fathers, and 5 grandfathers of 30 elementary school children identified as having SEN. The main findings showed that fathers noticed increased changes of resilient behaviors in students both at school and at home. Statistically significant differences in some features were found between male and female participants and in every dimension (i.e., acceptability, educational significance and social importance) between participants from both schools. Differences between participants regarding the type of SEN addressed by the programs were not found, which emphasizes the educational relevance of programs developed under this model.Los estudios de validación social investigan qué tanto las metas, los procedimientos y resultados asociados a una intervención producen beneficios en las personas hacia las que se dirigen y, si a su vez, se retroalimenta el potencial de los objetivos del programa mismo. Incluye el estudio de las expectativas, los cambios conductuales, las oportunidades y el desarrollo de nuevas habilidades, competencias y estrategias. En este sentido, cobra particular importancia la instrumentación del Modelo Ecológico de Riesgo/Resiliencia en Educación Especial, cuyos programas se orientan a la disminución de factores de riesgo, y la promoción de comportamientos resilientes en estudiantes con necesidades educativas especiales (NEE), sus padres y maestros. El objetivo del estudio fue validar, a través de los padres, la aceptación, la significancia educativa y la importancia social de los programas de intervención de educación especial basados en dicho modelo. Respondieron al Cuestionario de Validación Social de Programas de Educación Especial, 45 madres, diez padres y cinco abuelos de 30 menores de educación primaria identificados con NEE. Los principales hallazgos muestran que los padres percibieron un incremento en los comportamientos resilientes de los alumnos, tanto en la escuela, como en la casa. Se encontraron diferencias estadísticamente significativas en algunos aspectos entre hombres y mujeres y, entre los participantes de las dos escuelas en las tres dimensiones: aceptación, significancia educativa e importancia social. No se encontraron diferencias entre los participantes con relación al tipo de NEE atendidas por los programas, lo cual enfatiza la relevancia educativa de los programas instrumentados bajo este modelo.Os estudos de validação social pesquisam que tanto as metas, os procedimentos e resultados associados a uma intervenção produzem benefícios nas pessoas às que estão dirigidas e, se ao mesmo tempo, se retroalimenta o potencial dos objetivos do próprio programa. Inclui o estudo das expectativas, das mudanças condutuais, das oportunidades e do desenvolvimento de novas habilidades, competências e estratégias. Neste sentido, ganha grande importância a instrumentação do Modelo Ecológico de Risco/Resiliência em Educação Especial, cujos programas orientam-se à diminuição de fatores de risco, e a promoção de comportamentos resilientes em estudantes com necessidades educativas especiais (NEE), sus pais e mestres. O objetivo do estudo foi validar, através dos pais, a aceitação, a significância educativa e a importância social dos programas de intervenção de educação especial baseados neste modelo. Responderam ao Questionário de Validação Social de Programas de Educação Especial, 45 mães, dez pais e cinco avôs de 30 menores de educação primária identificados com NEE. As principais descobertas mostram que os pais perceberam um aumento nos comportamentos resilientes dos alunos, tanto na escola, como em casa. Encontraram-se diferenças estatisticamente significativas em alguns aspectos entre homens e mulheres e, entre os participantes das duas escolas nas três dimensões: aceitação, significância educativa e importância social. Não foram encontradas diferenças entre os participantes com relação ao tipo de NEE atendida pelos programas, isso enfatiza a relevância educativa dos programas instrumentados sob este modelo.application/pdfAcle-Tomasini, G., Martínez-Basurto, L., Lozada-García, R., & Ordaz-Villegas, G. (2015). Social validity by parents of special education programs based on the ecological risk / resilience model. Acta Colombiana de Psicología, 18(2), 151-161. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/1220213-9155http://hdl.handle.net/10983/16211engUniversidad Católica de Colombia. Facultad de PsicologíaActa Colombiana de Psicología, Vol. 18, no. 2 (jul.-dic. 2015); p. 151-161Acle-Tomasini, G. (2013). Investigación en educación especial (2002-2011): Logros y desafíos. En: De Agüero-Servín, M. (Coord.) Aprendizaje y Desarrollo 2001-2011. (pp. 21-109). México: COMIE-ANUIES.Acle, T. G. (2012). Resiliencia y factores asociados con la integración escolar de menores con discapacidad o con aptitudes sobresalientes. En. G. Acle Tomasini. (Coord.). Resiliencia en educación especial. Una experiencia en la escuela regular (pp. 23-56). España: GEDISA-UNAM-FES Zaragoza.Acle, T.G., Roque, H. M.P., Zacatelco, R.F., Lozada, G. R. & Martínez, B. M.L. (2007). Discapacidad y rezago escolar: Riesgos actuales. Acta Colombiana de Psicología, 10(2), 19-30.Barret, P. M., Shortt, A. L.,Fox, I.T.& Wescombe, K. (2001). Examining the social validity of the Friends treatment program for anxious children. Behavior Change, 18(2), 63-77.Bronfenbrenner, U. (1987). La ecología del desarrollo humano. España, Paidós.Carter, S.L. (2010). The social validity manual. A Guide to subjective evaluation of behavior interventions. San Diego, USA: Academic PressChávez, S. B.I. & Zacatelco, R. F. (2012). Enriquecimiento de la creatividad: alternativa para promover conductas resilientes en niños sobresalientes de segundo ciclo de primaria. En. G. Acle Tomasini (Coord.). Resiliencia en educación especial. Una experiencia en la escuela regular (pp. 325-356). España: GEDISA-UNAM-FES Zaragoza.Cid, C. D. (2011). Promoción de comportamientos resilientes en niños con problemas de conducta. (Master's Profesional Experience Report, unpublished). México: Programa de Maestría y Doctorado en Psicología de la Universidad Nacional Autónoma de México.Cook, B.G, Tankersley, M. & Hajursola-Webb (2008). Evidence-based special education and professional wisdom. Putting it all together. Intervention in school and clinics, 44(2), 105-111.Cook, B.G., Tankersley, M., Cook, L. & Landrum, T.J. (2008). "Examining the role of group experimental research in establishing evidenced-based practices". Intervention in School and Clinic, 44(2), 76-82.Creswell, J. (2015). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. USA: Pearson.Daunic, A., Smith, S.W., Brank, E.M. & Penfield, R. (2006). Classroom-based cognitive-behavioral intervention to prevent aggression: Efficacy and social validity. Journal of School psychology, 44(2), 123-139.Durlak, J.A. & Du Pre, E.P. (2008). Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation. American Journal of Community Psychology, 41(3-4), 327-350.Ernest, J.M., Thompson, Sh.E. Heckman, K.A., Hull, K. & Yates, J. (2011). Effects and Social Validity of Differentiated Instruction on Student Outcomes for Special Educators. Journal of the International Association of Special Education, 12(1), 33-41.Foster, Sh. L. & Mash, E.J. (1999). Assessing Social Validity in Clinical Treatment Research. Issues and Procedures. Journal of Consulting and Clinical Psychology, 673, 308-319.Fraser M.W. 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México: GEDISA-UNAM-FES Zaragoza.Derechos Reservados - Universidad Católica de Colombia, 2015info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)https://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2Social validityAcceptability of assessment proceduresEducational significanceSocial importanceSpecial educationValidación socialAceptabilidad de procedimientos de evaluaciónSignificancia educativaImportancia socialEducación especialValidação socialAceitabilidade de procedimentos de avaliaçãoSignificância educativaImportância socialEducação especialSocial validity by parents of special education programs based on the ecological risk / resilience modelValidación social por padres de programas en educación especial basados en el modelo ecológico de riesgo/resilienciaValidação social por pais de programas em educação especial baseados no modelo ecológico de risco/resilienciaArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85PublicationORIGINALSOCIAL VALIDITY BY PARENTS OF SPECIAL EDUCATION PROGRAMS.pdfSOCIAL VALIDITY BY PARENTS OF SPECIAL EDUCATION PROGRAMS.pdfArtículo en inglesapplication/pdf277713https://repository.ucatolica.edu.co/bitstreams/7a3e1914-3045-417f-89fc-32cebc3f0039/download1916dd68901e8e1cd21267b90a6d56deMD51TEXTSOCIAL VALIDITY BY PARENTS OF SPECIAL EDUCATION PROGRAMS.pdf.txtSOCIAL VALIDITY BY PARENTS OF SPECIAL EDUCATION PROGRAMS.pdf.txtExtracted texttext/plain53388https://repository.ucatolica.edu.co/bitstreams/cb4ade23-4812-4cc9-b64a-659ffb5758b8/download16a9d4c26696bf680484a16d32169066MD52THUMBNAILSOCIAL VALIDITY BY PARENTS OF SPECIAL EDUCATION PROGRAMS.pdf.jpgSOCIAL VALIDITY BY PARENTS OF SPECIAL EDUCATION PROGRAMS.pdf.jpgRIUCACimage/jpeg25055https://repository.ucatolica.edu.co/bitstreams/b0016fbc-7dac-46b4-bf33-4d02d3c90250/download4e9cfe866a13118fac737385192ced18MD5310983/16211oai:repository.ucatolica.edu.co:10983/162112024-08-20 15:01:06.623https://creativecommons.org/licenses/by-nc-nd/4.0/Derechos Reservados - Universidad Católica de Colombia, 2015https://repository.ucatolica.edu.coRepositorio Institucional Universidad Católica de Colombia - RIUCaCbdigital@metabiblioteca.com

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