Logo UAB

Differences and Inclusion

Code: 102083 ECTS Credits: 5
Degree Type Year Semester
2500798 Primary Education FB 3 2


David Duran Gisbert

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
Some groups entirely in Catalan:
Some groups entirely in Spanish:


Ester Miquel Bertran


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.


Situació COVID

Our teaching approach and assessment procedures may be altered if public Health authorities impose new restrictions on public gatherings for COVED-19

Objectives and Contextualisation

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:

  1. Potentiate the capacity of placing oneself in the transformation process towards inclusive education.
  2. Understand the concepts entailed in the attention to diversity. 
  3. 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
  4. Know to build and apply criteria to answer to the educative needs, through methodologies that promote the participation and learning of all students.
  5. Understand the need of cooperation among the different subjects (professionals, family, community), implicated in the educative task.
  6. Develop a methodology to work in class that eases the participation, the cooperative work, and the relation among the theory and the practice. 


  • Critically analyse personal work and use resources for professional development.
  • Design and regulate learning spaces in contexts of diversity that take into account gender equality, equity and respect for human rights and observe the values of public education.
  • Develop the functions of tutoring and guidance of pupils and their families, attending to the pupils' own needs. Understand that a teacher's functions must be perfected and adapted in a lifelong manner to scientific, pedagogical and social changes.
  • Identify learning difficulties, report them and help to deal with them.
  • Identifying and planning the resolving of educational situations affecting students with different abilities and different learning paces.
  • Know and apply information and communication technologies to classrooms.
  • Recognise and evaluate the social reality and the interrelation of factors involved as a necessary anticipation of action.
  • Reflect on classroom experiences in order to innovate and improve teaching work. Acquire skills and habits for autonomous and cooperative learning and promote it among pupils.
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. "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."
  2. "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)."
  3. "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."
  4. 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.
  5. 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.
  6. 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.
  7. Design didactic-organizational strategies according to the needs and characteristics of pupils, encouraging attention to diversity (cooperative learning, shared teaching, etc).
  8. 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.
  9. Identify the social, economic and environmental implications of academic and professional activities within one?s own area of knowledge.
  10. 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.
  11. Know and appreciate the different types of permanent teacher training, both formal and informal, to foster inclusion.
  12. 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.
  13. Propose new methods or well-founded alternative solutions.
  14. 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.
  15. Reflecting on the experiences of professional practice in the classroom in a critical and constructive way, in the light of the content worked with.
  16. Seek information, organize it and present it in class using technologies for learning and knowledge resources.
  17. Understand and apply the concepts underlying attention to diversity to adapt teaching activities to the children's educational needs.
  18. Understand the process of educational inclusion to analyse teaching practice and the institutional context that it encompasses.




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.



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.


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.


Title Hours ECTS Learning Outcomes
Type: Directed      
Presential work in whole and half group 38 1.52 1, 3, 16, 14
Type: Supervised      
Group supervision 22 0.88 1, 3, 16, 14
Individual final test 3 0.12
Type: Autonomous      
Autonomous work individual or in groups 62 2.48 1, 3, 16



Assessment is the tool that collects both the process and the results of learning.

Assessment will consist of class attendance and assessment activities.

Requirements for passing the course.

Attend a minimum of 80% of classes. The average of the three assessment-activity grades will be applied on passing the individual test.

Portfolio/critical review of class content (25% of final grade). In this Portfolio students critically review the contents worked on throughout the course (opinions, doubts, controversies, content that has been studied more fully, literature reviews, connection with the internship or with students’ own experience, etc.). Additionally, activities carried out throughout the course must also be included in this portfolio. Two submissions of work are required, one in the middle of the course (12,5%); the other at the end (12,5%). The final submission alone will be subjected to a quantitative assessment. A consultation and monitoring system will be established for this purpose.

The Monograph. Original-work activity (25% of final grade). Research, analysis and assessment of information collected at a school. The task will be orally presented in class and a final written document will also be submitted. A consultation and monitoring system will be established for this purpose.

Individual final test. Students will have to demonstrate comprehension of the basic contents of the course (50% of final grade). Drafting the Portfolio should facilitate consolidating the knowledge to be assessed in this test. It takes place on the week after the oral Monograph oral presentation.

Optional further study. This work—individual or in groups—will consist of further study of a specific content (related to course content); it also contains a practical section. This further study of content should therefore be related to real-life contexts. Successful completion of the optioncan vary the final grade by a maximum of 2 points (on condition that all other activities have been submitted and the test grade awarded is at least 5.0).

In order to establish the average grade for all the activities, a minimum score of 5.0 is required for all the assessment activities, and session attendance must be at least 80%.

All forms of plagiarism in any assessment activity and/or copying in an exam are reasons for beingawarded an immediate fail grade.

Students whose individual test grade is 3.5 or higher, but who have not reached the minimum pass grade, will have the option of a retake. It will take place on the week after the Indovidla final test. Details of this will be announced. The results of the retake exam -which takes place the first week of July- will be "pass" or "fail". In case of being passed,  the final individual test score will be 5, and the rest of group qualifications will be applied to get the final qualification.  


Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Free deaph work can tune the final not from 0 to 2 points 0 0 1, 16, 7, 8, 12, 6
Group Monography 25% 0 0 1, 3, 16, 18, 13, 15, 12, 6, 4
Group porfolio 25% 0 0 1, 2, 3, 17, 11, 10, 7, 9, 8, 14, 6, 4, 5
Individual final test 50% 0 0 3, 17, 10, 7, 8, 14, 12, 6, 4, 5


Ainscow, M. (1995). Necesidades especiales en el aula. Guía para la formación del profesorado. Madrid: Narcea.

Ainscow, M. (2001). Desarrollo de escuelas inclusivas. Ideas, propuestas y experiencias para mejorar las instituciones escolares. Madrid: Narcea.

Albertí, M. i Romero, L. (2010). Alumnado con discapacidad visual. Barcelona: Graó.

Alegret, J.; Castanys, E. i Selllarès, R. (2010). Alumnado en situación de estrés emocional. Barcelona: Graó.

Alsina, G.,  Saumell, C., i Arroyo, À. (2011). Alumnado con dificultades de regulación del comportamiento (I). Infantil y primaria (Vol. I). Barcelona: Graó.

Arnaiz, P. (2003). Educación inclusiva: una escuela para todos. Málaga: Aljibe.

Bassedas, E. (2010). Alumnado con discapacidad intelectual y retraso del desarrollo. Barcelona: Graó.

Booth, T. i Ainscow, M. (2002). Index for Inclusion. Bristol: Centre for Studies on Inclusive Education. (2005) Índex per a la inclusió. Guia per a l’avaluació i millora de l’educació inclusiva. Barcelona: ICE-UB.

Bolea, E. i Gallardo, A. (2010). Alumnado con dificultades de regulación del comportamiento. Barcelona: Graó.

Cardona, C. (2005). Diversidad y educación inclusiva. Madrid: Pearson.

Cardona, C.; Gomar, C. Palmés, C. i Sadurní, N. (2010). Alumnado con pérdida auditiva. Barcelona: Graó.

Duran, D. (2016). Aprensenyar. Evidències i implicacions educatives d'aprendre ensenyant. Barcelona: Horsori.

Duran, D. (Coord.), Flores, M., Oller, M., Corcelles, M., Miquel, E., i Blanch, S. (2018). Llegim i escrivim en parella: Tutoria entre iguals, amb implicació familiar, per a la competència comunicativa. Barcelona: Horsori.

Duran, D.; Giné, C. i Marchesi, A. (2010). Guia per a l’anàlisi, la reflexió i la valoració de practiques inclusives. Barcelona. Generalitat de Catalunya.

Duran, D. i Monereo, C. (2021). Entramat. Mètodes d'aprenentatge cooperatiu i col·labroratiu. Barcelona: Horsori.

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

Echeita, G. I Verdugo, M. A. (2004). La Declaración deSalamanca sobre Necesidades Educativas especiales 10 años despúes. Valoración y Perspectiva. Salamanca: Inico.

Flores, M., Duran, D., i Albarracín, L. (2016). (En)Raonem en parella. Tutoria entre iguals per a la resolució cooperativa de problemes quotidians. Barcelona: Horsori.

Giné, C. (coord.) (1996). Trastorns del desenvolupament i Necessitats Educatives Especials. Barcelona: UOC.   /   Intervenció psicopedagògica en els transtorns del desenvolupament. Edició del 2000.

Giné, C.; Duran, D.; Font, J.; Miquel, E. (coord.) (2020). L'educació inclusiva. De l'exclusió a la plena participació de tot l'alumnat. Barcelona: Horsori.

Gispert, D. i Ribas, L. (2010). Alumnado con dificultades en el aprendizaje de la lectura. Barcelona: Graó.

Gonzalez, R.M. i Guinart, S. (2010). Alumnado en situación de riesgo social. Barcelona: Graó.

Guirado, A. i Martínez, M. (2011). Alumnado con altas capacidades. Barcelona: Graó.

Hanko, G. (1993) Las necesidades educativas especiales en las aulas ordinarias. Barcelona: Paidós.

Hostal, C. (coord.)(2011).  Alumnado con trastorno del espectro autista. Barcelona: Graó.

Huguet, T. (2006). Aprendre junts a l’aula.Una proposta inclusiva. Barcelona: Graó.

Oller, C. i Colomé, E. (2010). Alumnado de otras culturas. Barcelona: Graó.

Macarulla, I. i Saiz, M. (2009). Buenas prácticas de esculea inclusiva. La inclusión de alumnado con discapacidad: un reto, una necesidad. Barcelona. Graó.

Marchesi, A. i Martín, E. (1998) Calidad de Enseñanza en tiempos de cambio. Madrid, Alianza.

Marchesi, A. Coll, C. i Palacios, J. (2001). Desarrollo psicológico y educación. 3. Trastornos de desarrollo y necesidades educativas especiales. Madrid: Alianza Editorial.

Martínez, M. i Guirado , A. (2012). Altas capacidades intelectuales. Barcelona. Graó.

Ministerio De Asuntos Exteriores y Cooperación (2010). La Convención Internacional de Naciones Unidas sobre los Derechos de las personas con Discapacidad vistapor sus protagonistas. Madrid: Down España.

Monereo, C.; Castelló, M.; Bassols, M.; Miquel, E. (1998) Instantànies. Projectes per atendre la diversitat. Barcelona: Edicions 62.

Moya, A. (2002). El profesorado de apoyo. Málaga: Alijibe.

Pujolàs, P. (2003). Aprendre junts alumnes diferents. Vic: Eumo.

Rosell, C.; Soro-Camats, E. i Basil, C. (2010). Alumnado con discapacidad motriz. Barcelona: Graó.

Sellarès, R., Alegret, J., i Castanys, E. (2010). Alumnado en situación de estrés emocional. Barcelona: Graó.

Stainback, S. i Stainback W. (1999). Aulas inclusivas. Madrid: Narcea.

Topping, K., Buchs, C., Duran, D., i Van Keer, H. (2017). Effective peer learning: From principles to practical implementation. London & New York: Routledge.

Topping, K., Duran, D.,i Van Keer, H. (2015). Using Peer Tutoring to Improve Reading Skills. New York: Routledge.

Urmaneta, M. (2010). Alumnado con problemas de salud. Barcelona: Graó.


Boletín del Real Patronato de Prevención y de Atención a Personas con Minusvalía. Madrid.

Journal of Inclusive Education. London: Routledge 

Revista de l’Associació Catalana d’Atenció Precoç (ACAP). Barcelona

Revista de Educación Especial. Salamanca. Amarú.

Revista de Educación Inclusiva. Universidad de Jaén.

Revista Españolade Síndrome de Down. Santander: Fundación Síndrome de Down.

Revista Internacional de Educación Inclusiva. Chile.Siglo Cero. Madrid: FEAPS.

Suports. Revista Catalana d’Educació inclusiva i Atenció a les diversitats. Vic: EUMO.


Enllaços web:









There is no particular software.