Degree | Type | Year | Semester |
---|---|---|---|
4313754 Psychopedagogy | OB | 0 | 1 |
No requeriments
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.
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.
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 | |||
Focusing on the teacher | 57 | 2.28 | 2, 1, 9 |
Type: Supervised | |||
Focusing on students | 56 | 2.24 | 4, 5 |
Type: Autonomous | |||
Focusing on students | 112 | 4.48 | 4, 5 |
To pass the module, you need to pass all pieces of evidence. If the module is failed, the student must enrol the module again in the next edition of the Master. In this case, any notes of evidence will not be saved.
Deadline theoretical and practical test: 29 November.
Deadline portfolio: 13 December
Deadline re-assessment: 19 January.
Throughout the evaluation process, the student will be oriented on the evidence to present, if necessary.
According to the regulations UAB, plagiarism or copying of any work or written test will be penalized with a 0 note of the evidence losing the possibility to recover it, whether it is an individual work or group (in this case, all members of the group will have a 0).
Attendance at the sessions is compulsory, the student must attend a minimum of 80%. Otherwise, the evaluation will correspond to a no-show.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Attendance/participation | 10% | 0 | 0 | 7, 3, 10 |
Making and presentation in class activities | 20% | 0 | 0 | 2, 1, 6, 4, 8, 5, 7, 3, 10 |
Portfolio (with self-assessment) | 30% | 0 | 0 | 2, 1, 6, 4, 8, 5, 7, 3, 9 |
Theorical and practical test | 40% | 0 | 0 | 2, 1, 6, 4, 8, 5, 9 |
Booth, T., & 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.; & Rubio, M. J. (2013). Atención a la diversidad: teoría y práctica. Pearson Prentice Hall.
Cantón, 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. & Rodríguez, H. J. (2009). La inclusión educativa, un horizonte de posibilidades. La Muralla.
Colmenero, M.J., Pantoja, A., & 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. & Monarca, H. (2013). Cómo fomentar las redes naturales de apoyo en el marco de una escuela inclusiva: propuestas prácticas. MAD.
Florian, l. & 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
Mulholland, M., & 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.
Tarp, R. G. et al. (2002). Transformar la enseñanza: excelencia, equidad, inclusión y armonía en las aulas y las escuelas. Paidós Ibérica.
Not required.