Differences and Inclusion
Code: 102083Credits: 5
| Degree programme | Type | Course |
|---|---|---|
| Primary Education | FB | 3 |
Contact lecturer
- Name :
- David Duran Gisbert
- Email :
- david.duran@uab.cat
Teaching staff
- Ester Miquel Bertran
- Elisabet De las Heras Barnadas
- Marta Flores Coll
Group languages
You can consult this information at the end of the document.
Prerequisites
Differences and Inclusion is a subject that does not involve any requirement in principle. However, the competencies and methodology of the subject involve an active attitude of the students, it means, an active participation in class, a predisposition for conceptual shifts, the previous reading of some articles and cooperative attitude to work in cooperative teams. Furthermore, the knowledge learned in Learning and Development I and II subjects will facilitate the comprehension of the contents.
Objectives
Differences and Inclusion is part of the Basic Course: Learning and Personality Development (Ordre Ministerial ECI/3857/2007). This is a basic and compulsory course, which is related with the basic courses of the context of Social and Juridical Sciences: Education and Psychology. The course involves 15 ECTS credits, distributed in three compulsory subjects, of 6, 4, and 5 credits respectively: Learning and Development I; Learning and development II, and Differences and Inclusion. Each subject lingers one semester and they are taken at the second and third year course of the Bachelor studies.
Differences and Inclusionis a basic course of 5 credits within the Bachelor studies of Primary Education. Together with the rest of the courses of the studies, especially the courses of pedagogy, sociology, and specific didactics, it is orientated towards professionalization of students. Its objective is to help construct criteria to analyse and comprehend the educative school practices and to develop skills to design and implement the teaching practice to attend to diversity. It means situations that entail special support needs.
Learning Objectives:
- Potentiate the capacity of placing oneself in the transformation process towards inclusive education.
- Understand the concepts entailed in the attention to diversity.
- Know, understand, and respect the individual characteristics as a result of biological, psychological, cultural, and social factors. So as to emphasize the maximum level of development of all children with no discrimination
- Know to build and apply criteria to answer to the educative needs, through methodologies that promote the participation and learning of all students.
- Understand the need of cooperation among the different subjects (professionals, family, community), implicated in the educative task.
- Develop a methodology to work in class that eases the participation, the cooperative work, and the relation among the theory and the practice.
Learning outcomes
- Understand the process of educational inclusion to analyse teaching practice and the institutional context that it encompasses.
- Seek information, organize it and present it in class using technologies for learning and knowledge resources.
- Design didactic-organizational strategies according to the needs and characteristics of pupils, encouraging attention to diversity (cooperative learning, shared teaching, etc).
- Understand and apply the concepts underlying attention to diversity to adapt teaching activities to the children's educational needs.
- Displaying a positive attitude in recognising the importance of taking part in the process of transforming into the inclusive school, as a constant goal of teaching and throughout the teacher's professional life.
- "Identifying attitudes and educational practices that aid the adaptation to change and improved teaching (embracing a conception of the social model of the learning difficulties, in a constructivist conception of teaching/learning;) and in the constant development of the capacity for collaboration between teachers)."
- Assessing the value of interaction among equals, in order to understand the basis of peer learning as a process of reflection, and at the same time helping to foster autonomy.
- Reflecting on the experiences of professional practice in the classroom in a critical and constructive way, in the light of the content worked with.
- Know and appreciate the different types of permanent teacher training, both formal and informal, to foster inclusion.
- Assessing the value of teamwork among teachers and other professionals in identifying, assessing and responding to the educational needs of children and producing as part of a team throughout the subject.
- "Develop positive attitudes towards intervention for the development of all people whatever their personal characteristics; towards interaction with family members, cooperation in professional teams and socio-educational institutions."
- Recognising that individual characteristics result from the interaction between biological, psychological, cultural and social factors, and respecting this, in order to promote the full development of all children without discrimination.
- Assessing the existence and the need to identify barriers to learning and the participation that students can find during the process of teaching/learning, as well as the support and resources that can be uses to overcome them.
- Know about instruments (such as the Index for Inclusion) that enable identification of barriers to learning and participation, and provide elements to improve educational practice that directly impact on the presence, participation and achievement of all pupils, regardless of their individual characteristics.
- "Recognising the common essential characteristics of the main educational singularities (sensory, motor and intellectual disabilities; behavioural disorders and those of relating; social and cultural inequalities; difficulties in oral and written language) and educational response criteria."
- Knowing how to build and apply criteria for intervening and responding to educational needs, using methodologies that promote the participation and learning of all the students.
- Identify the social, economic and environmental implications of academic and professional activities within one?s own area of knowledge.
- Propose new methods or well-founded alternative solutions.
Contents
1. Differences
1.1 Personal, social and cultural diversity.
1.2 Differences in school education: problems and challenges.
2 Inclusion
2.1. From integration to inclusion.
2.2 Key Concepts in inclusive education: process, barriers for participation and learning, support.
2.3. International, State and national regulations
3 Schools toward inclusion
3.1 Factors that determine process of inclusion.
3.2 planning, implementation and improving inclusive plans.
3.3. Participation of the school community.
4. Inclusive response in the classroom
4.1 Strategies for inclusion; planning for all, diversity of activities and assistance, adjusted assessment.
4.2 Supports to the inclusion: peer learning, co-teaching and community involvement.
5. Conditions that can behave special needs
5.1. Conditions of social risk, disability, behavioural problems, highs abilities and learning difficulties.
5.2 Psycopedagogical evaluation and participation and learning plans.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Individual final test | 3 | 0.12 | |
| Group supervision | 22 | 0.88 | 1, 6, 12, 13 |
| Presential work in whole and half group | 38 | 1.52 | 1, 6, 12, 13 |
| Autonomous work individual or in groups | 62 | 2.48 | 1, 6, 12 |
Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19
There will be a directed work in two different formats. On the one hand, a presential or face-to-face work in large group where the subject and general content will be presented by the Professor. This space is also used for the presentation by students of their works. It takes place with all the group class.
In other sessions, there will be a split-up class with two workspaces (1/2 of the large group) supervised by the teacher and where will be held the explanation of the main contents through an open and active participation by students, through document analysis, resolution of cases or activities.
An autonomous work by the student is also expected. through theoretical readings of texts, preparation of tests, preparation and analysis of cases, activities and optional tutorials, both individual and collective. This space will also be dedicated to research, analysis and evaluation of information about the Monography.
Finally, a supervised work in group or individually, if it is necessary will take place in order to follow-up and resolve problems during the elaboration of the different evaluative activities.
Except for specific activities proposed by the teaching staff, students must refrain from using any type of artificial intelligence technologies, tools and systems or others that may lead to fraud in the academic activities they carry out. Failure to do so may result in suspending evidence. Specific validations may be carried out to guarantee authorship and the acquisition of competences in the event of suspicion of academic fraud.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Individual final test | 50% | 0 | 0 | 3, 5, 7, 10, 12, 13, 15, 16, 17, 18 |
| Group Monography | 25% | 0 | 0 | 1, 2, 6, 11, 12, 14, 15, 16, 18 |
| Group porfolio | 25% | 0 | 0 | 3, 4, 5, 6, 7, 8, 9, 10, 12, 13, 16, 17, 18 |
Assessment
Evaluation is considered the tool to collect both the process and the learning outcome. It will promote regular reflection on the progress of the subject, to make the appropriate adjustments. Pending the adjustments that each teacher can make in relation to the particular group, there is a tendency to evaluate:
- Class attendance and the delivery of the three evaluation activities. They are considered as necessary conditions to pass the subject. The student must attend a minimum of 80% of classes, otherwise they will be considered unfit. The average of the three scores will be applied from 5 in the individual test.
- Summary dossier of the group to be presented at the end of the course (25% of the final grade). This dossier must include the content worked on (articles and activities), content connections, resolution of doubts and extensions by interests, as well as a reflection on each topic that shows the appropriation of the content by the members of the group: interest, usefulness... A system of consultation and monitoring shall be established for its preparation. There will be 2 installments, one in the middle of the semester and the other at the end.
- Compulsory group work for the completion of a monograph (25% of the final grade). This work will require searching, analysing and evaluating the information collected in a school, and presenting it in writing and orally in class. A system of consultation and monitoring shall be established for its preparation. Presentation at the end of the semester.
- Individual final test, where the student must demonstrate an understanding of the basic contents of the course. (50% of the final grade). The preparation of the dossier must allow the consolidation of the skills that will be evaluated in the test. It will take place the week after the presentation of the previous monograph (7/6, group 41; 10/6, 31; 11/6, 21; i 8/6, 71).
The presentation dates will be specified in the first class session and are within the deadlines set by the Faculty.The deadline for returns, returns or grading of the evaluation activities will be made in a period not exceeding 20 working days of the academic calendar.
Teamwork is not recoverable. In order to average the percentages of each activity and obtain the final grade, they must have been submitted and have attended at least 80% of the class sessions. When a student has not submitted the evidence corresponding to the teamwork and, consequently, cannot take the individual test, he or she will be considered Not Assessed.
Students who do not pass the individual test, but have passed the evidence of equipment, will have the option of a retake test form. The recovery (25/6 group 21; 25/6, 31; 21/6, 41 i 22/6, 71), will be resolved as Pass/Fail. In case of Pass, the grade of the individual test will be 5 and the rest of the team marks will be considered for the final grade.
Total or partial plagiarism of one of the evaluation activities or copying in an evaluation test is a direct reason to fail the subject.
In all activities (individual and group) linguistic correctness, writing and formal aspects of presentation will be taken into account. Students must be able to express themselves fluently and correctly and must show a high degree of understanding of academic texts. An activity can be returned (not evaluated) or suspended if the teacher considers that it does not meet these requirements.
This subject includes activities for the development of Teaching Digital Competence, both in the Dossier, and in the presentation of the monograph that includes infographics and presentation.
For this subject, the use of Artificial Intelligence (AI) technologies is allowed exclusively in support tasks, such as bibliographic or information search, text correction or translations, in the Monographic work. The student should clearly identify which parts have been generated with this technology, specify the tools used, and include critical reflection on how these have influenced the process and the final outcome of the activity. Non-transparency of the use of AI in this assessable activity will be considered academic dishonesty and may lead to a partial or total penalty in the grade of the activity.
Single evaluation. Although due to the characteristics of the subject, this option is not advisable, to take advantage of it, it will be necessary to apply within the deadline set by the secretary's office. The single evaluation requires attendance, the individual test and the delivery of the mandatory evidence (Synthesis Dossier and Monographic Work), which will be of an individual nature and will be presented on the day of the test, which will take place 7/6 (group 41), 8/6 (71), 10/6 (31) i 8/6 (21). The same weights will be applied for each activity, the same recovery system and the same procedure for the review of the final grade as for the continuous evaluation
The student who enrolls for the second time in the subject, and who has passed the team evidence in the previous year with a minimum of 7, with prior agreement with the teacher, will be able to take the synthesis test that will consist of the final individual test.
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Revistes:
Àmbits de Psicopedagogia i Orientació https://ambitsaaf.cat/ambits/ca
Boletín del Real Patronato sobre Discapacidad. Madrid. https://www.rpdiscapacidad.gob.es/actualidad/boletines.htm
Revista de Educación Inclusiva. https://revistaeducacioninclusiva.es/index.php/REI
Revista Siglo Cero. Plena Inclusión. https://revistas.usal.es/tres/index.php/0210-1696/index
Revista Española de Discapacidad https://redis.cedid.es/index.php/redis
International Journal of Inclusive Education. https://www.tandfonline.com/loi/tied20 .
European Journal of Special Needs Education https://www.tandfonline.com/journals/rejs20
Revista Latinoamericana de Educación Inclusiva https://revistas.ucentral.cl/revistainclusiva
Enllaços web:
https://xtec.gencat.cat/ca/curriculum/diversitat-i-inclusio/
https://www.plenainclusion.org/
Software
There is no particular software.
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 21 | Catalan | second semester | morning-mixed |
| (TE) Theory | 31 | Catalan | second semester | morning-mixed |
| (TE) Theory | 41 | Catalan | second semester | afternoon |
| (TE) Theory | 71 | English | second semester | afternoon |
| (SEM) Seminars | 211 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 212 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 311 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 312 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 411 | Catalan | second semester | afternoon |
| (SEM) Seminars | 412 | Catalan | second semester | afternoon |
| (SEM) Seminars | 711 | English | second semester | afternoon |
| (SEM) Seminars | 712 | English | second semester | afternoon |