La evolución que experimentan las instituciones de educación superior y, particularmente, la Universidad supone una (re)consideración de sus formas, metodologías y misiones, así como de las relaciones que establecen con la sociedad. En este sentido, consideramos que la «misión social» de la Universidad o su «tercera misión» constituye un paraguas que cobija una diversidad amplia de conceptos reflejo, a su vez, de esas relaciones entre universidad-sociedad. Además, se considera que el compromiso social y cívico en la educación superior debería incorporar un enfoque integrador, comprometido con una idea de ciudadanía europea o iberoamericana, según sea el caso. Por tanto, el objetivo de nuestro trabajo es doble. De un lado, conocer y analizar la noción de «tercera misión» o «misión social» de la Universidad y su red conceptual, al objeto de clarificar el lenguaje y en qué sentidos se emplean las distintas denominaciones, según los diversos enfoques económicos, de sostenibilidad o cívicos que se adopten. En segundo lugar, se abordará el tratamiento de estas ideas en las políticas supranacionales de educación superior tanto en Europa como Iberoamérica, según han estructurado el Espacio Europeo de Educación Suprior y según han sido promovidas por la OEI. También se atenderá a cómo estas políticas supranacionales abordan los componentes cívicos e identitarios que, ligados a la misión social, colaboran en la promoción de una ciudadanía común. A la luz de los análisis realizados se afirma que el enfoque del aprendizaje-servicio se constituye como una tendencia emergente a escala global, apropiada para desarrollar la tercera misión de la Universidad.

The following article presents the characterization of the Integral Foundation for the Special Child - FINE (Pomasqui, Ecuador) users and the selection of pedagogical models to guide the design, monitoring, evaluation, and formulation of training plans for the development of socio-cognitive skills in people with intellectual disabilities. To define the socio-cognitive characteristics and needs of users, their records and the cards issued by the Ministry of Public Health - MSP was reviewed by the foundation. Among the most relevant results, it was determined that the study population requires extensive support systems considering the various dimensions of human functioning. The use of an educational model based on multiple intelligences accompanied by a socio-ecological disability model that emphasizes the fit between the person and the environment, with a multidimensional approach, is recommended according to the new disability paradigm.

The labor market inclusion of people with intellectual dis- abilities is one of the main concerns of current societies. Non-profit associations make everyday efforts to improve the living conditions of these citizens. This contribution presents a heuristic evaluation of an educational mobile game helping social workers and health professionals in their training in order to incorporate into the labor market citizens with intellectual disabilities. The application provides technological support for cognitive skills training and is aimed at people with mild to moderate intellectual disability and who do not present physical difficulties that prevent the normal use of a mobile device. We use a development process that combines the iPlus methodology together with a collaborative user-centered approach. Suggested recommendations based on the results can improve the usability of the game developed.

Labor market insertion of persons with disabilities is a great challenge. It is a societal imperative of ensuring that all citizens can take part in society seeking social equity. Therefore, the purpose of this work is to contribute to the labor insertion processes of persons with intellectual disabilities through the implementation of a mobile application for the development of cognitive skills through the resolution of time sequences and the revision of vocabulary that represent specific work scenarios. For the development of the application, the user centered design approach of iPlus methodology is followed.

The following article presents the characterization of the Integral Foundation for the Special Child - FINE (Pomasqui, Ecuador) users and the selection of pedagogical models to guide the design, monitoring, evaluation, and formulation of training plans for the development of socio-cognitive skills in people with intellectual disabilities. To define the socio-cognitive characteristics and needs of users, their records and the cards issued by the Ministry of Public Health - MSP was reviewed by the foundation. Among the most relevant results, it was determined that the study population requires extensive support systems considering the various dimensions of human functioning. The use of an educational model based on multiple intelligences accompanied by a socio-ecological disability model that emphasizes the fit between the person and the environment, with a multidimensional approach, is recommended according to the new disability paradigm.

The labor market inclusion of people with intellectual dis- abilities is one of the main concerns of current societies. Non-profit associations make everyday efforts to improve the living conditions of these citizens. This contribution presents a heuristic evaluation of an educational mobile game helping social workers and health professionals in their training in order to incorporate into the labor market citizens with intellectual disabilities. The application provides technological support for cognitive skills training and is aimed at people with mild to moderate intellectual disability and who do not present physical difficulties that prevent the normal use of a mobile device. We use a development process that combines the iPlus methodology together with a collaborative user-centered approach. Suggested recommendations based on the results can improve the usability of the game developed.