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Diversity and Curriculum

Code: 42972
Credits: 9
2026/2027
Degree programme Type Course
Psychopedagogy OB 1

Contact lecturer

Name :
José María Sanahuja Gavaldà
Email :
josep.sanahuja@uab.cat

Teaching staff

Pedro Jurado de los Santos

Group languages

You can consult this information at the end of the document.

Prerequisites

No requeriments

Objectives

The Diversity and Curriculum module is a common module throughout the Master. This module is intended that the student acquires an informed basis on the principles and the concept of diversity and how it is envisaged in curriculum development competency, taking into account the educational agents involved and collaborative processes established, to carry out a psychoeducational intervention.


The objectives to be achieved in this module are:


Analyze the educational needs around student diversity.

Curriculum design and development of competencies to address diversity.

Identify collaborative processes between different educational agents to respond to an improvement in educational psychology intervention.

Learning outcomes

  • CA01 (Design activities that allow socio-educational teams to be active in educational institutions, taking account of the different individual and group educational needs.) Design activities that allow socio-educational teams to be active in educational institutions, taking account of the different individual and group educational needs.
  • KA01 (Recognise educational needs to be accommodated in the planning and development of the curriculum.) Recognise educational needs to be accommodated in the planning and development of the curriculum.
  • KA02 (Describe proposals for socio-educational inclusion, identifying the barriers and limitations.) Describe proposals for socio-educational inclusion, identifying the barriers and limitations.
  • KA03 (Critically interpret the principles, values and procedures that govern psycho pedagogical practice.) Critically interpret the principles, values and procedures that govern psycho pedagogical practice.
  • KA04 (Defend ways of assessing psychopedagogical projects and actions for improvement based on sustainability.) Defend ways of assessing psychopedagogical projects and actions for improvement based on sustainability.
  • SA01 (Analyse the content of the curriculum with the aim of facilitating attention to diversity and equality of opportunities within the framework of the plan for attention to diversity.) Analyse the content of the curriculum with the aim of facilitating attention to diversity and equality of opportunities within the framework of the plan for attention to diversity.
  • SA02 (Analyse the organisational operation of educational centres, evaluating their functionality from an inclusive perspective.) Analyse the organisational operation of educational centres, evaluating their functionality from an inclusive perspective.
  • SA03 (Draw up coordination plans with other educational centres, teachers, families and the other services, bodies or organisations to offer integrated educational guidance which takes diversity into account.) Draw up coordination plans with other educational centres, teachers, families and the other services, bodies or organisations to offer integrated educational guidance which takes diversity into account.

Contents

1. Diversity in education. Homogenisation and heterogeneity at a school for diversity.

1.1. Homogeneity and heterogeneity in education.

1.2. Educational inclusion in response to student diversity.


2. The curriculum in response to the educational needs.

2.1. Common curriculum to differentiated curriculum. Principles for curriculum planning.

2.2. Analysis of educational needs regarding the diversity of students

2.3. Teaching and learning strategies to address diversity.

2.4. Programming competency to diversity.


3. Educational Quality and attention to the educational needs.

3.1. Managing diversity in the classroom.

3.2. Planning and working models in the classroom.

3.3. Forms of support and collaboration processes among educators.


4. Psychopedagogy professionals in educational attention to diversity. Creation of educational networks in response to the processes of inclusion.

Learning activities and methodology

Title Hours ECTS Learning outcomes
Focusing on students 112 4.48 KA01, KA04, SA01, SA02
Focusing on the teacher 57 2.28 KA02, KA03, SA01, SA02
Focusing on students 56 2.24 CA01, KA03, SA03
  • Lectures and multimedia exhibitions.
  • Exhibitions of works and monographs.
  • Document Analysis.
  • Work in cooperative groups.
  • Collective or individual tutorials.
  • Review of work and exercises in the classroom.
  • Consultation and reading the recommended bibliography.
Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Portfolio (with self-assessment) 35% 0 0 KA02, KA03, KA04, SA01
Making and presentation in class activities 25% 0 0 CA01, KA01, SA01, SA02, SA03
Theorical and practical test 40% 0 0 KA01, KA02, KA03, SA01, SA02

Continuous assessment:

The continuous assessment evidence includes the following:

• Portfolio (35%). The portfolio involves an analysis and reflection based on predefined references regarding the subject matter taught in the course. Individual work. It must include a self-assessment. Submission deadline: December 9.

• Completion/Presentation of in-class activities (25%). Individual or group work. The activities will be carried out throughout the course, and the final piece of evidence will be submitted on November 17.

• Theoretical-practical exam (40%). Individual work. Date: November 24.

Single assessment:

Students who opt for the single assessment will be evaluated based on the following evidence and corresponding percentages: portfolio (35%), written exam (40%), and an oral exam where the submitted practical activities will be defended (25%). Date: November 24.

Resit (Recovery):

Students who have been assessed through a set of activities whose weight is equivalent to at least two-thirds of the total grade for the course are entitled to a resit assessment. The assessment components that can be resat are the portfolio and the theoretical-practical exam. The resit date for both continuous and single assessments is January 26.

Important considerations:

• To pass the course, students must pass all components of the assessment.

• Students must attend at least 80% of the course sessions. Otherwise, the course will be marked as Not Assessable, as the student will not have contributed the required in-class activities. If the absence is justified, the instructor will look for ways for the student to complete the activity.

• Feedback, returns, or grades for assessment tasks will be provided within a maximum of 20 working days.

• From the second enrollment onwards, students may choose to take a synthesis exam, which will consist of a portfolio and a theoretical-practical exam. In this case, the final course grade will correspond to the grade of this synthesis exam.

• For this subject, the use of Artificial Intelligence (AI) technologies is allowed exclusively in bibliographic or information searches, proofreading or translations and other specific situations in which it is considered. The student will have to clearly identify which parts have been generated with this technology, specify the tools used and include a critical reflection on how they have influenced the process and the final result of the activity. The non-transparency of the use of AI in this assessable activity will be considered a lack of academic honesty and the evidence will be rated with a 0, with no option to recover.

• According to UAB regulations, plagiarism or copying of any assignment or written exam will be penalized with a grade of 0 for the entire course, without the option of resitting it. This applies to both individual and group work (in the latter case, all group members will receive a 0).

• Students must demonstrate professional behavior: active listening, respect, participation, empathy, punctuality, critical thinking, and appropriate use of electronic devices, among others. The course is based on the ethical principles of the profession.

• It is recommended to ensure that sources, notes, direct quotes, and bibliographic references are correctly formatted according to APA standards, as summarized in the UAB guide:

https://ddd.uab.cat/pub/recdoc/2016/145881/citrefapa_a2016.pdf


Bibliography

Booth, T., i Ainscow, M. (2002). Índice de inclusion. Desarrollando el aprendizaje y la participación en las escuelas. UNESCO & CSIE. http://www.daemcopiapo.cl/Biblioteca/Archivos/INDICE_INCLUSION.pdf

Cabrerizo, J.; i Rubio, M. J. (2013). Atención a la diversidad: teoría y práctica. Pearson Prentice Hall.

Calderón-Almendros, I; Moreno-Parra, J.J. & Vila-Merino, E. (2022): Education, power, and segregation. The psychoeducational report as an obstacle to inclusive education, International Journal of Inclusive Education, DOI:10.1080/13603116.2022.2108512

Cantón, I. i Pino, M. (Coords) (2012). Diseño y desarrollo del curriculum. Alianza

Casanova, M. A. (2009). Diseño curricular e innovación educativa. La Muralla.

Casanova, M.A. i Rodríguez, H. J. (2009). La inclusión educativa, un horizonte de posibilidades. La Muralla.

Colmenero, M.J., Pantoja, A., i Pegalajar, M.C. (2015). Percepciones del alumnado sobre atención a la diversidad en la formación inicial del profesorado de Educación Secundaria. Revista Complutense de Educación, 26(1), 101-120. https://doi.org/10.5209/rev_RCED.2015.v26.n1.42616

Diari Oficial de la Generalitat de Catalunya (2017). DECRET 150/2017, de 17 d'octubre, de l'atenció educativa a l'alumnat en el marc d'un sistema educatiu inclusiu. https://dogc.gencat.cat/ca/document-del-dogc/?documentId=799722

Echeita, G., Simon, C., Sandoval, M. i Monarca, H. (2013). Cómo fomentar las redes naturales de apoyo en el marco de una escuela inclusiva: propuestas prácticas. MAD.

Florian, l. i Spratt, J. (2013). Enacting Inclusion: A Framework for Interrogating Inclusive Practice. European Journal of Special Needs Education, 28(2), 119-135. https://doi.org/10.1080/08856257.2013.778111

Letzel-Alt, V. & Pozas, M. (Eds.) (2023). Differentiated instruction around the world. A Global Inclusive Insight. https://doi.org/10.31244/9783830997023

López-López, MC., López-Fuentes, R., Epelde-Larrañaga, A. & Fernández-Prados, MJ. (2026). School management team and inclusion: The perspective of families and teachers in the Spanish context. International Journal of Leadership in Education, 29(3), 540–556. https://doi.org/10.1080/13603124.2023.2298209

Lorente Muñoz, E., y Sales Ciges, A. (2017). Perfil y funciones del psicopedagogo en el contexto de una escuela inclusiva. Revista Nacional e internacional de Educación Inclusiva. 10 (1) pp. 117-132.

Moriña, A. & Carnerero, F. (2022) Conceptions of Disability at Education: A Systematic Review, International Journal of Disability, Development and Education, 69:3, 1032-1046, DOI: 10.1080/1034912X.2020.1749239

Mulholland, M., i O'Connor, U. (2016).Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/resource teachers. International Journal of Inclusive Education, 20(10), 1070-1083. https://doi.org/10.1080/13603116.2016.1145266

Oliver, M.C. (2003). Estrategias didácticas y organizativas ante la diversidad. Dilemas del profesorado. Octaedro-EUB.

Síndica (2025). L’educació inclusiva a Catalunya. Generalitat de Catalunya.

Tarp, R. G. et al. (2002). Transformar la enseñanza: excelencia, equidad, inclusión y armonía en las aulas y las escuelas. Paidós Ibérica.


Software

Not required.

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
(TEmRD) Teoria (màster RD) 1 Catalan/Spanish first semester afternoon