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Cascales Martínez, Antonia

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Cascales Martínez, Antonia
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Universidad de Murcia. Departamento de Métodos de Investigación y Diagnósticoen Educación
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    Inclusive practices mediated by AI and UDL: psychometric evidence and structural models among Italian teachers
    (Frontiers Education, 2026-06-19) Cascales Martínez, Antonia; Vespasiani, Ludovico; Gómez Navarro, Carmen María; Peñalver García, Dolores María; Sin departamento asociado
    Introduction: The incorporation of artificial intelligence (AI) into education opens both opportunities and challenges for equity; when combined with Universal Designfor Learning (UDL), it may strengthen access, representation, and participation. This study examines, in Italian non-university educational settings, how AI-mediated teaching practices aligned with UDL are associated with teachers’ perceptions of inclusion and organisational conditions.Method: A cross-sectional mixed-methods design was employed using a validated questionnaire comprising 29 items (Likert 1–5) and three open-ended questions. Psychometric validation supported a theoretically coherent threefactor structure consistent with the UDL framework, with adequate reliability (α/ω ≥ .70) and evidence of measurement invariance across educational stage and gender. After informed consent and quality control, 557 teachers participated through a non-probability sampling approach.Results: The results showed substantive associations between familiarity with AI and digital competence (χ2 = 366.81; V = .47) and between resource availability and frequency of use (χ2 = 76.07; V = .37). Higher levels of agreement were observed for Access/Representation, whereas Self-regulation/Feedback showed the lowest proportion of high agreement. Robust models (HC3) indicated that digital competence and familiarity with AI were consistently associated with higher scores across the subscales. An exploratory structural equation model (SEM) suggested that collaboration and institutional support were indirectly associated with teacher satisfaction through the perceived use of AI aligned with UDL principles.Discussion: These findings suggest that AI and UDL may jointly support inclusive educational practices, depending on individual and organisational conditions.19
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    Metaanálisis sobre la eficacia de las intervenciones logopédicas en el desarrollo del lenguaje en el síndromeX frágil
    (2026-05) Cascales Martínez, Antonia; Gómez Navarro, Carmen María; Peñalver García, Dolores María; Sin departamento asociado
    Background and objective: Fragile X Syndrome (FXS) is associated with significant impairments in expressive, receptive, and pragmatic language development. Although various speech and language interventions have been proposed, empirical evidence regarding their efficacy remains limited and fragmented. This study aimed to estimate the effectiveness of speech and language interventions on expressive, receptive, and pragmatic-narrative domains in individuals with FXS, and to identify clinical and methodological moderators explaining variability in effect sizes. Materials and methods: A meta-analysis was conducted following the PRISMA 2020 guidelines. Studies were searched in PubMed and Scopus, supplemented by reference tracking. Eligible studies included interventions targeting linguistic outcomes and used between-group (main synthesis) or pre-post (sensitivity) designs allowing the calculation of standardised effect sizes (Hedges’ g) under a random-effects model. To prevent double counting, one primary outcome per domain was selected: number of different words (NDW) for expressive language and total inferential language score for the pragmatic-narrative domain.
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