Length of program 1 year
Credits 60 ECTS
Degree DirectorDr. Jesús Valero-Garcia
Application Open until filled
masters-universitarisMADI

Objectives

The University Master’s in Attending to Diversity and Inclusive Education aims to provide students with threefold training:

  • Designing innovative plans and projects in inclusive educational practices aimed at promoting school success for all students; planning the actions and resources needed to carry this out effectively.
  • Effectively attending to both students who need additional educational support and their families.
  • Promoting and participating in avenues of research in the field of special education.

The overall approach of this degree, and specifically of each of its modules, as well as the Master’s Final Project and the external practicums are all oriented at professional practice, with general and advanced training in the attitudes, skills and knowledge needed to work in the field of health psychology.

In addition to the overall objectives mentioned above, the contents of this degree programme also seek to attain the following goals:

  1. To provide instruments to make graduates capable of intervening at school as a spur and innovator of educational practice with the goal of constructing educational settings in which all students can learn, regardless of their abilities, background, language and culture.
  2. To provide strategies for attending to and guiding both students with specific educational needs and their families.
  3. To provide specialised knowledge and a reflective perspective on the key aspects of the profession, bearing in mind the diversity of student needs.
  4. To provide knowledge and instruments of analysis in order to be capable of detecting new needs (in both students and the school) and develop innovative projects and programmes in the field of special education.
  5. To provide advanced training in epistemological aspects related to special education.
  6. To provide high-quality practical experience in both the professional setting and in scholarly research within the field of study of the Master’s.
  7. To provide advanced training in methodology, techniques and procedures that will make it possible to interpret and design research studies in special education.

Competences

Upon completion of the University Master’s in Attending to Diversity and Inclusive Education, students are expected to have developed the following specific competences (SC):

  • SC01. To have conceptual elements that enable them to understand the characteristics of psychological, social and linguistic development of infants and children at the risk of educational and social exclusion because of their background, language, disability or any other personal or family condition.
  • SC02. To be familiar with the most important theoretical and epistemological models that guide educational care towards inclusive development and teaching-learning contexts and to understand how these contexts affect students’ personal and social development.
  • SC03. To gain further knowledge in the personal conditions of disability or developmental problems shown by some students and the most common support needs.
  • SC04. To further examine the objectives, procedures and tools in the psychological-educational evaluation of students with special educational needs so that graduates will be able to rigorously explore the psychosocial and curricular competences of a child within a specific context.
  • SC05. To gain further knowledge of the specific technological adjustments that provide access to information and promote independent student work by serving as educational supports.
  • SC06. To learn about the theoretical models and existing resources available which will enable graduates to advise and guide parents and fellow educators.
  • SC07. To further examine the tools and strategies of educational care aimed at creating contexts that promote students’ adaptation, behavioural self-regulation and emotional stability.
  • SC08. To detect and analyse the barriers to learning and children’s participation in school and community settings, and to be able to plan the support needed to promote learning.
  • SC09. To guide educational intervention towards inclusive development contexts and to understand how to foster personal and social development.
  • SC010. To create and design resources to provide support to all children’s learning and participation in their school and community settings.
  • SC011. To plan, carry out and evaluate different optimisation interventions to promote development and learning throughout the stages of compulsory education as well as in the post-compulsory stages of professional training for full personal, work and social integration.