Web de la ONCE


Number 63
January 2014

The download links refer to the Spanish version of the article.





L. A. Villar Ezcurra, A. Ozkoidi

The world of visual creativity can be broached from a multi-sensorial, rather than an exclusively visual, perspective, as revealed by this educational experience in which primary school pupils were introduced to the Centro Huarte de Arte Contemporáneo (Spanish province of Navarre).


L. Á. Villar Ezcurra, L. Izquierdo Velasco

This experience focused on improving social skills in a group of primary school pupils in the Spanish province of Navarre, while fostering the inclusion of a visually impaired pupil. The programme consisted of several stages: needs assessment, confrontation management, emotional development, and non-verbal behaviour.


C. Herrera Cano

Computer use should be initiated at early ages, with a playful and motivational approach. The programme for second stage infant and primary education pupils described in this article also includes content on attention span and visual stimulation.


M. C. Martínez Martínez, A. F. Lucas Pérez

This account of a cultural and recreational visit to Madrid involving 47 participants in the parents’ school run by the ONCE’s Support Service in Cartagena stresses the excellence of the group’s work, which has been ongoing for over 20 years.



S. Matarrita Pérez, S. Vega Salas

This 13‑hour workshop, delivered across five sessions at Costa Rica’s Helen Keller Rehabilitation and Training Institute, helped participants to adjust to visual impairment and improve their emotional and functional independence.


Notes and comments

J. A. Abraldes Rodeyro, M. Vicente Vila, M. Guerrero Rodríguez, M. López Rodríguez

The ONCE’s educational resource centre at Pontevedra in the Spanish region of Galicia has been organising English summer courses, in conjunction with Academia Waterford, since 1999. The course structure and methodology are described in this note.


J. L. Villar Pérez, J. Domínguez Tojo

The extracurricular activity referred to in this note afforded participating pupils both educational access to an archaeological area and the opportunity to develop their social skills.


Reprinted in Spanish

F. Perla

Student empowerment and ownership in mobility instruction has been steadily gaining support. This approach has yet to be clearly defined, however. The article takes a closer look at the notion of ownership and proposes specific strategies to favour participation and decision-making.


Conference reports

A. Lafuente de Frutos

Barcelona, 10 May 2013


M. Carrio Díaz, F. Martín García-Maroto

Madrid, 23-25 September 2013