Logo UAB

Education in Contexts of Diversity

Code: 101636 ECTS Credits: 6
Degree Type Year Semester
2500260 Social Education OT 3 2
2500260 Social Education OT 4 1
2500261 Education Studies OT 4 1


Cristina Laborda Molla

Teaching groups languages

You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.


Jordi Prat Fernandez


In this course there are not prerequisites.

Objectives and Contextualisation

This coure is included in:

  • Mención en “orientación educativa” of Pedagogy degree.
  • Mención en “educación de niños y jóvenes” of Social Education degree.

It is an open course to all students who want to do it.

In our nowadays society, more and more diverse day a day, it is necessary that educational professionals have skills to facilitate pedagogical keys to be able to answer educational needs of different groups.

The educational objectives of the course are:

  1. To promote educational inclusion as an essential reference to the current society.
  2. To work the values according to an education respectful with an education sensible with the growing cultural diversity and any kind of special educational needs.
  3. To design and apply educational processes that fulfill the needs and characteristics of heterogeneous groups


    Social Education
  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values. 
  • Contextualize educational action based on the different theoretical paradigms that have developed in science and education in accordance with the socio-historical context of individuals, groups and institutions.
  • In an articulated manner, design plans, programs, projects, activities and tasks in various socio educational contexts.
  • Maintain a respectful attitude to the environment (natural, social and cultural) to promote values, behaviour and sustainable practices that address gender equality, equity and respect for human rights.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands. 
  • 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. 
    Education Studies
  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Analyse and understand the theoretical, historical, cultural, political, environmental and legal references and situations involved in education and training proposals.
  • Develop and coordinate educational interventions with individuals or groups with specific needs in situations of inequality or discrimination based on gender, class, ethnicity, age and / or religion.
  • Introduce changes in the methods and processes of the field of knowledge to provide innovative responses to the needs and demands of society.
  • Maintain a respectful attitude for the environment (natural, social and cultural) to promote values, behaviours and practices that address gender equality, equity and respect for human rights.
  • 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.

Learning Outcomes

  1. Acquire values and attitudes of respect for the different social and cultural environments that are unique to our contemporary societies.
  2. Analyse a situation and identify its points for improvement.
  3. Analyse a situation and identify points for improvement.
  4. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  5. Communicate using language that is not sexist or discriminatory.
  6. Design and implement educational measures to prevent discriminatory attitudes and actions.
  7. Explain the explicit or implicit code of practice of one's own area of knowledge.
  8. Identify situations in which a change or improvement is needed.
  9. Identifying and assessing the multiplicity of historical, social, political and legal references pertaining to inclusive education.
  10. Planning and developing educational interventions with a variety of individuals and groups.
  11. Propose new experience-based methods or alternative solutions.
  12. Propose new methods or well-founded alternative solutions.
  13. Propose new ways to measure the success or failure of the implementation of innovative proposals or ideas.
  14. Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
  15. Propose projects and actions that incorporate the gender perspective.
  16. Propose viable projects and actions to boost social, economic and environmental benefits.
  17. Understand the characteristics and conditions that make up educational proposals in contexts of diversity.
  18. Weigh up the risks and opportunities of both one's own and other people's proposals for improvement.


1. Socioeducational evolution of diversity: From segregation to integration and from integration to inclusion.

2. Conceptualization of diversity in educational contexts.

3. Inclusion as the educational option of diversity.

4. Intercultural education as an answer to pluricultural societies.

5. Educative intervention in cultural diversity contexts.

6. Examples of good educational practices around diversity.







Teaching and learning process will develop in the classroom. The involvement and participation of all students will be very important since the very first moment. There will be lectures opened to students’ participation; in-class activities (study case, simulations, students presentations, and  discussions)

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      
Lectures, students presentations, in-class activities (ex. case studies, videos) 45 1.8 1, 17, 6, 9, 10
Type: Supervised      
Non presential work with guidelines 30 1.2 6, 10
Type: Autonomous      
Students own work 75 3 1, 10


Significant dates:

09/01/24 written exam and 23/01/24 make-up exam. Oral presentations will be October  17th and 24th

The course evaluation will be done throughout the whole academic period, by means of the activites showed below.  

Results obtained on each of the evaluation activites will be given to the students 20 days after their delibery as maximum, and will be posted on the Campus Virtual. Students have the right to do a review of the evaluation of their activities in a individual tutorial session with the professor, the 10th next days after the results date.

Assistance to an 80% of the sessions is mandatory.  Assistence to experiential session  (31/10/23 i 16/01/24) éis mandatory, and signature control will be requiered. 

The final grade will be an average of the four activities with a minimum of a 5 on each of them. The course will be passed with a minimun of a 5. It is needed to do all the activities to pass the course.

To copy material, in any activity, implicates a 0 as a final grade.


Single Evaluation

It is individual for all evidences, and  all  have to be presented   09/01/23.  The retake activitties have to be dealt  23/01. Review's evaluations will be the same than in the other modality.



Evidència avaluativa

% de la nota


EV1: Practical paper  


EV2: Oral prsentation


EV3: Written exam


Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
EV1: Practical paper, with free chosen topic (written and groupal) 30% 0 0 1, 3, 2, 17, 5, 6, 7, 9, 8, 10, 12
EV2: In class group presentation (oral and individual) 20% 0 0 1, 4, 2, 17, 5, 6, 9, 8, 10, 11, 12, 13, 14, 15, 16
EV3: Written exam (individual) 50% 0 0 1, 4, 17, 6, 7, 9, 10, 18, 15, 16


Bibliografia bàsica

Associació Catalana de Municipis (2016). Els Plans d’Inclusió Social. Concepte i guia d’elaboració, implementació i avaluació. Disponible a: http://www.acm.cat/sites/default/files/manual_uploads/acm/els_plans_dinclusio_social.pdf

Arellano, A. y Peralta, F. (2013). Autodeterminación de las personas con discapacidad intelectual como objetivo educativo y derecho básico: estado de la cuestión. Revista  Española de Discapacidad, 1 (1), 97-117. doi: http://dx.doi.org/10.5569/2340- 5104.01.01.05z

Aznar, A. i González Castañón, D. (2012) Evoluciones y resistencias en los procesos de cambio institucinal: desarrollo de un modelo de análisis e intervención. Psicologia, Conocimiento y Sociedad 2(1),  149-169. http://www.redalyc.org/pdf/4758/475847407007.pdf  

Becerra, M. T., Lucero, M., i Montanero, M. (2017).  ¿Cómo ayudan los compañeros de trabajo a los empleados con discapacidad intelectual? Una experiencia de coaching laboral en empleo con apoyo. Revista Española de Orientación y Psicopedagogia 28(1), 51-71. DOI: 10.5944/reop.vol.28.num.1.2017.19358

Besalú, X. (2016). No som aquí per rendir-nos: La pulsió ètica de la pedagogia. Capellades: Rosa Sensat.

Bronfenbrenner, U. (1987).  Ecología del desarrollo humano. Cognición y desarrollo humano. Barcelona: Paidós.     http://psicopedagogosrioiv.com.ar/wordpress%20colegio/wp-content/uploads/2017/07/la-ecologia-del-desarrollo-humano-bronfenbrenner-copia.pdf

Caninas, J. i Carbonell, F. (2008). Educació i conflictes interculturals: primun non nocere (Sobre tot no fer mal). Vic i Barcelona: Eumo Editorial i Fundació Jaume Bofill. Disponible a: http://www.fbofill.cat/sites/default/files/474.pdf

COCEMFE i àrea de desenvolupament social i econòmic de l’Àrea Metropolitana de Barcelona (2017). Estratègia metropolitana per al desenvolupament del model social de la discapacitat. Guió d’implantació dels plans d’accessibilitat. https://docs.amb.cat/alfresco/api/-default-/public/alfresco/versions/1/nodes/6a339d5c-c13e-4ad2-a245-dde4090ccfbb/content/COCEMFE_Estrategia_Metropolitana_Discapacitat.pdf?attachment=false&mimeType=application/pdf&sizeInBytes=1571824

Consell d’Europa (2008). Libro Blanco sobre el diálogo intercultural. Vivir juntos con igual dignidad. Estrasburg. Disponible a: https://www.coe.int/t/dg4/intercultural/Source/

DINCAT. Autogestors i autorepresentació. http://www.dincat.cat/ca/autogestors-i-autorepresentació_13139

Echeita, G. i Ainscow, M. (2011). La educación inclusiva como derecho. Marco de referencia y pautas de acción para el desarrollo de una revolución pendiente. Tejuelo, 12, 26-46. Disponible a: https://mascvuex.unex.es/revistas/index.php/tejuelo/article/view/2497   

Essomba, M. A. (2009). Liderar escuelas interculturales e inclusivas: equipos directivos y profesorado ante la diversidad cultural y la inmigración. Barcelona:  Graó.

European Union Agency for Fundamental Rights (2012). Choice and control: the right to independent living experiences of persons with intellectual disabilities and persons with mental health problems in nine EU Member States. Disponible a: https://fra.europa.eu/en/publication/2010/fundamental-rights-persons-intellectual-disabilities-and-persons-mental-health

Fantova, F. (2016). Políticas sociales: comunidad 4.0. http://fantova.net/?p=1447

Fonseca, J. i Maiztegui-Oñate, C. (2017). Elementos facilitadores y barreras para la participación en proyectos comunitarios: un estudio de caso con población adolescente. Pedagogía Social. Revista interuniversitaria, 29, 157-170. Disponible a: https://recyt.fecyt.es/index.php/PSRI/article/viewFile/54504/33117

Generalitat de Catalunya. Dept. de Benestar Social i Família.  (2015). Document marc del programa per al desenvolupament de plans locals per a la inclusió social. Col·lecció eines 19. http://treballiaferssocials.gencat.cat/web/.content/01departament/08publicacions/coleccions/eines/ei


Not used in this course.