Competences and Needs of Students and Support Received. / Competencias y Necesidades de los Alumnos y Apoyos que Reciben // STUDENT-INFORM_Data_CC-CS_T6-Pre

<p>Information provided by the teacher on the competencies, needs and individual supports of the students in his/her classroom. The teacher estimates the competence in 5 areas (Social, Mathematics, Spanish Language, Valencian Language and Physical Education), the presence of educational needs (motor, intellectual, hearing, vision, hearing and language, learning, behavioral, developmental, and high abilities), and the type of support received and with what periodicity (therapeutic pedagogy, compensatory education, hearing and language and educational reinforcement). The information was collected through interviews with tutor teachers from public schools in Castell&oacute;n and Seville (Spain) in the fall of the school year 2014-15 and compiled in this Descriptive Data, Competencies and Educational Needs of the Student Report (STUDENT-INFORM) (Garc&iacute;a Bacete et al., 2014). The dataset also includes information on the worries that some students generate in the teacher in different areas (relational, behavioral, and academic) and the specific reasons why these students worry the teacher, compiled in the Class Group and Teacher Report (CLASSROOM-INFORM) (Garc&iacute;a Bacete et al., 2014). To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a></p> <p>Informaci&oacute;n proporcionada por el profesor sobre las competencias, necesidades y apoyos individuales de los alumnos de su aula. El profesor estima la competencia en 5 &aacute;reas (Social, Matem&aacute;ticas, Lengua Espa&ntilde;ola, Lengua Valenciana y Educaci&oacute;n F&iacute;sica), la presencia de necesidades educativas (motrices, intelectuales, auditivas, visuales, de lenguaje, de aprendizaje, de conducta, de desarrollo y de altas capacidades), y el tipo de apoyo recibido y con qu&eacute; periodicidad (pedagog&iacute;a terap&eacute;utica, educaci&oacute;n compensatoria, audici&oacute;n y lenguaje y refuerzo educativo). La informaci&oacute;n se recogi&oacute; a trav&eacute;s de entrevistas a profesores tutores de colegios p&uacute;blicos de Castell&oacute;n y Sevilla (Espa&ntilde;a) en el oto&ntilde;o del curso escolar 2014-15 y se recopil&oacute; en este Informe de Datos Descriptivos, Competencias y Necesidades Educativas del Alumno (STUDENT-INFORM) (Garc&iacute;a Bacete et al., 2014). El fichero de datos tambi&eacute;n incluye informaci&oacute;n sobre las preocupaciones que algunos alumnos generan en el profesor en diferentes &aacute;mbitos (relacional, conductual y acad&eacute;mico) y los motivos concretos por los que estos alumnos preocupan al profesor, recopilados en el Informe del grupo de clase y del profesor (CLASSROOM-INFORM) (Garc&iacute;a Bacete et al., 2014). Para saber m&aacute;s sobre nuestra investigaci&oacute;n y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>