Teaching plan for the course unit (Short version)
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General information

 

Course unit name: Inclusive Education and Support for Diversity

Course unit code: 569247

Academic year: 2023-2024

Coordinator: JOSE RAMON LAGO MARTINEZ

Department: Faculty of Psychology

Credits: 6

Single program: S

Estimated learning time

Total number of hours 150

 

Face-to-face and/or online activities

60

-  Lecture with practical component

Face-to-face

60

Supervised project

40

Independent learning

50

Learning objectives

Referring to knowledge Respect human diversity (differences in gender, culture, abilities and resources), recognise social and economic injustice and adopt an attitude of personal and professional commitment to a continuous process of social change. Develop an awareness of the principles and values underpinning inclusive educational practices that seek the social and effective inclusion of pupils in all contexts. Recognise, analyse and foster inclusive cultures, policies, and practices in strategies and programmes promoting diversity awareness in schools. Identify the principles, criteria and dimensions of the cooperative structure of classroom activities as a necessary context for promoting diversity awareness and the personalisation of the inclusive curriculum. Identify and defend key elements in the promotion of cooperative learning strategies in order to generate cohesion, inclusion and equity. Promote personalised learning within a cooperative learning structure to overcome the obstacles to the attendance, participation and progress of students with disabilities, developmental disorders, learning difficulties, as well as the obstacles created by cultural or social factors. Be familiar with the components of a collaborative strategy for implementing projects to improve inclusive practices and propose a procedure, tasks and resources to support the implementation of an inclusive education strategy.

 

 

Teaching blocks

 

1. Why do we talk about inclusive education? Educational perspectives and approaches addressing diversity: the inclusive approach. Inclusive education as an indicator of educational quality and the prevention of social exclusion.

2. The concept of inclusion: equity, inclusion and personalisation. Strategies for inclusion: Inclusion index. Universal Design Learning

3. Diversity awareness in schools based on inclusive education. The diversity outreach plan in the Catalan state school system. Psychopedagogical criteria for the development of inclusive objectives and learning content. Inclusion-oriented methodological options: interdisciplinary work. Inclusion-oriented organisational options: teacher teams and shared teaching.

4. Educational activity in the classroom and educational inclusion. Individualistic, competitive and cooperative structures. Principles of the cooperative classroom structure supporting inclusion. Learning to cooperate, cooperating to learn: a benchmark strategy supporting inclusion.

5. Personalisation strategies and cooperative learning to remove barriers to inclusion. Diversification strategies and support modalities to remove obstacles for students with disabilities, developmental disorders, learning difficulties as well as the obstacles created by cultural or social factors.

6. A collaborative support strategy adopted by professionals to improve inclusive practices in schools and classrooms

 

 

Official assessment of learning outcomes

 

Students obtaining a final grade of 9 or more, may, at the discretion of the faculty, be awarded a ’matrícula d’honor’, albeit that no more than 5% of the students enrolled on the course can receive this award. Student assignments must be original work. Students copying on a test or plagiarising in a written assignment will be deemed to be in breach of the student code and automatically failed (see Article 16.7 and the annex to the Regulations governing the teaching, assessment and grading of learning at the University of Barcelona: http://www.ub.edu/acad/noracad/avaluacio_2020.pdf). Requisites, activities and criteria Student attendance and active participation in the course is compulsory. Attendance at all on-campus classes is compulsory. Students must attend at least 75% of the sessions in order to opt for continuous assessment. Continuous assessment is based on the individual preparation of a portfolio that must include a summary of team tasks and reflections on the debates held using the guidelines provided by faculty. Portfolio assessment criteria include: Use of concepts and ideas discussed in the tasks. Strength of argumentation and use of data from educational practices. Integration of team input in relation to three specific issues debated in class. Use of bibliographic sources. Reflection on lessons learned. This part of the assessment represents 60% of the final grade. Participation in all team activities and on-campus sessions is compulsory. To qualify for continuous assessment students must have completed at least 80% of the activities making up the team work. The evaluation criteria for each of the six team assignments are: Correct use of information relating to each item making up the activity. Quality of this information (as it relates to each item). Strength of argumentation. Relevance to educational practices. This part of the assessment represents 40% of the final grade.   Repeat assessment Students that fail the continuous assessment mode of evaluation are entitled to repeat the assessment tasks. Students opting for repeat assessment renounce any grades awarded previously as part of their continuous assessment. Repeat assessment comprises a written exam covering all course content, both theoretical and practical. Students sit the exam on the date and time set by the MIPE Academic Committee. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.   Examination-based assessment Prerequisite   In accordance with University regulations, any student can request they be evaluated by single assessment. To do so, they must fill out the "Single assessment request" form, which can be downloaded from the virtual classroom, and submit it within the deadline established by the Faculty of Psychology.   Activities and criteria Single assessment comprises a written exam in which students have to answer questions related to the theoretical and practical themes discussed on the course. Students sit the exam on the date and time set by the MIPE Academic Committee. The final grade for students sitting the single assessment is the grade obtained on this exam and this exam alone.   Repeat assessment Students that fail the single assessment mode of evaluation are entitled to repeat the assessment tasks. Repeat assessment comprises a written exam covering all course content, both theoretical and practical. Students sit the exam on the date and time set by the MIPE Academic Committee. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.

Reading and study resources

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Book

Bonals, J., & Sánchez-Cano, M. (Coords.) (2007). Manual de asesoramiento psicopedagógico. Graó.

Booth, T., & Ainscow, M. (2002). Index for Inclusion. Developing learning and participation in schools. CSIE. [Trad. Cast.: Guía para la Educación Inclusiva: Desarrollando el aprendizaje y la participación en los centros escolares.

Echeita, G. (2006). Educación para la inclusión o educación sin exclusiones. Narcea Ediciones.

Giné, C. (Coord.), (2009) La educación inclusiva. De la exclusión a la plena participación de todo el alumnado. Horsori.

Lago, J. R., y Onrubia, J. (2008). Asesoramiento psicopedagógico y mejoras de la práctica educativa.  Horsori.

Martín, E., y Mauri, T. (Coords.) (2011). Orientación Educativa. Atención a la diversidad y  educación inclusiva. Vol II. Graó.

Martín, E., y Onrubia, J. (Coords.) (2011). Orientación Educativa. Procesos de innovación y mejora de la enseñanza. Vol III. Graó.

Pujolàs, P. (2008). 9 ideas clave. El aprendizaje cooperativo. Graó.

Pujolàs, P., y Lago, J. R. (2018). Ayudar a enseñar y a aprender en equipos cooperativos: el Programa CAAC. Octaedro.

Ruiz, R. (2008) Plans Múltiples i personalitzats per a l’aula inclusiva. Eumo Editorial.

Satinback, S. y Stainback, W (1999). Aulas Inclusivas. Narcea.

Sandoval,M., Simon,C., y Echeita,G. (2019). Educación inclusiva y atención a la diversidad desde la orientación educativa. Sintesis