This module proposes different strategies that can be used to promote and facilitate access to knowledge, progress and participation for all students (e. g., networking, problem-based learning, co-teaching, peer-to-peer learning, etc.).

1. Problem-Based Learning (PBL)
2. Cooperative learning
3. Peer-to-peer learning
4. Project-based learning
5. ApS: Development of Learning Service projects
6. Co-teaching
7. Networking: Coordination between education professionals, families and external agents to ensure comprehensive consideration of students' needs. Models of educational networks and learning communities.
8. Strategies for managing differences in the classroom and creating collaborative and inclusive learning spaces.
9. UDL: Strategies for planning activities and designing educational spaces that take into account the diversity of students from the beginning. Inclusive assessment systems. Assess to learn.
10. Analysis and discussion of real cases of inclusive strategies implemented in different educational centers.
11. Case studies of students with special educational needs and how inclusive methodologies have facilitated their integration.
12. Reflection on good educational practices and areas for improvement.
    

Given today's context in our education centers, it is imperative to understand the realities of students with special educational needs (SENs) resulting from disadvantaged socio-economic and socio-cultural situations and students of foreign origin with SENs resulting from late entry into the education system, without mastery of the language of learning and with previous poor schooling. For this reason, tools and resources are provided to work in the centers, with families and in a network.

1. Definition and identification of SENs arising from educational disadvantage: key concepts and typologies.
2. Factors that generate educational disadvantage: socio-economic environment, cultural factors, migration situations, unstructured family environments, child poverty, etc.
3. Impact of educational disadvantage on students' learning and emotional development.
4. Collaboration with external services and the family for efficient and holistic identification
5. Educational intervention in contexts of disadvantage
6. Coordination with families and community environments
7. Case studies of students with SENs arising from educational disadvantage: detection, intervention and results obtained.
8. Good educational practices in the management of diversity and attention to vulnerable students.
9. Innovative projects for attention to socio-economic and cultural diversity in schools.

Taking into consideration current construct of autism spectrum disorder and/or conduct disorder, this module provides different strategies for creating contexts that are sympathetic to their needs. At the same time, it proposes parameters for a better relationship with families and socio-community work.

1. Conception, detection and specific needs of autism spectrum disorder.
2. Conception of conduct disorder. Detection and needs.
3. Strategies, resources and best practices for educational response in the classroom and school context, and existing resources.
   

This module aims to provide strategies and resources considering the needs that the students may manifest, either for specific disorders such as attention deficit hyperactivity disorder or oral language disorders, SLI or acquired brain injury.

1. Conceptualization, detection and needs of the different learning, attention and language disorders.
2. Strategies, resources and good practices to respond to the identified needs.
   

Various apps and technological resources are presented that can assist faculty in addressing the educational needs of their students.

1. Overview of technologies for educational inclusion
2. Criteria for selecting apps for special educational needs
3. Implementation of inclusive apps in the curriculum
4. Assessing the impact of apps on inclusion and equity
5. Universal Design for Learning (UDL) and educational apps
   

Space where students will be asked to work on an interdisciplinary group project or where there is interaction between different people from different fields. Accompanied by conferences or a showcase space featuring the latest industry developments.

1. Evidence-based practices
2. Presentation and communication techniques of technological projects in inclusive schooling
3. Emerging trends and future directions in supporting diversity

Students can application for admission online (by accessing Application for admission | Blanquerna or the application for admissionoption for each course) and also in person at the school.

For online application for admission, you will need to:

1. Sign up on the unique registration system and create a username (if not previously obtained) and follow the instructions to completion.
2. Make a payment of €50 (non-refundable fee for pre-enrollment rights and processing) can be made by credit or debit card, through a secure and confidential BBVA process.
3. Upload the required documentation through the document repository.

• ID card (both sides) / Passport
• Curriculum vitae
• For foreign (non EU) applicants: a certificate issued by the competent authority (University, Embassy, Consulate) attesting that the access studies qualify for admission in the home country.

Once pre-enrollment has been completed, the candidate will be offered a date for an interview with the degree coordinator, who will assess their suitability and solve any doubts they may have about the course for which they are enrolling. Once the assessment is complete, the student will be informed of the result of the interview and how to enroll, if admitted.

Prior to enrollment, the person concerned must upload the qualifications or the receipt of the university studies completed to the document repository. If these documents are not available, the course may be taken but the qualifications will not be received and, instead, a university extension certificate or diploma will be obtained.

Once the above documentation has been assessed, and when there is a large enough group of pre-enrolled students, each candidate will receive the confirmation and information necessary to enroll. Enrollment implies obtaining a definitive place and will take effect within the deadlines indicated in the confirmation e-mail.

When students enroll, they will have two business days to pay the total cost of enrollment, by bank transfer, credit card or barcode. Studies can be paid in installments, without any interest, by bank transfer (Instructions to send the signed SEPA Document to Blanquerna)

Prices may be updated each academic year. Once enrollment has been formalized, the amount paid will not be refunded under any circumstances. Pre-enrollment and enrollment may remain open up to 15 days before the start of the course, provided places are available.

When a student enrolls, a contract for the provision of teaching services is formalized between the student and the Blanquerna Foundation, which is legally binding from the time of payment. Payment includes the corresponding insurance and, for students under the age of twenty-eight, compulsory academic insurance. If a student declines to take up a place, he/she will lose in full any amount he/she has paid.

The student accepts the rules for the use of computer services established by the Blanquerna Foundation. The student's personal data will be included in an automated file under the responsibility of the Blanquerna Foundation, so that this contract can be maintained and fulfilled. Students should note that their data may also be used to inform them about the future activities of the Foundation, or for the institution to send them publications.

In accordance with the provisions of Organic Law 15/1999 on the protection of personal data, students have the right to access their data to update, rectify or cancel them, or object to their use, by sending a letter, indicating which right they want to exercise.

This section is a summary of the general conditions for enrollment. It is only for guidance and therefore has no contractual value. In the event of any discrepancy, the provisions of the general conditions for enrollment specified in the receipt generated at the time of enrollment will prevail; this receipt formalizes the contract between the student and the Blanquerna Foundation; students can consult it on the intranet whenever they wish.

The School cannot guarantee that a course will be available if the requirement for a minimum number of enrollments is not met. In this case, the amount paid for enrollment and pre-enrollment will be refunded in full.

Applicants who have completed access studies outside Spain must obtain a certificate issued by the relevant body (university, embassy, consulate) confirming that the studies qualify the student in the country of issue to take the master degree or graduate studies.

Students are responsible for having all the official documentation necessary for their stay in Spain while studying at the School. Applicants can ask for a pre-acceptance document attached to the pre-enrollment receipt to initiate applications for visas or scholarships or carry out any other administrative procedure. Under no circumstances does this document guarantee a place if all the access and admission requirements are not met. Once applicants have been accepted and enrollment is complete, they can request a letter of admission from the Academic Secretary, if required, by paying the corresponding fees.