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Lifelong Social and Educational Inclusion and Orientation: Research Contributions

Code: 43201 ECTS Credits: 6
2024/2025
Degree Type Year
4313815 Research in Education OT 0

Contact

Name:
Pedro Jurado de los Santos
Email:
pedro.jurado@uab.cat

Teachers

Mario Martinez Muñoz
José María Sanahuja Gavaldà

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

No requeriments


Objectives and Contextualisation

Knowing the conceptual framework around the social and educational inclusion
Analyze processes of educational and social inclusion, focused on groups and / or vulnerable groups.
Analyze the dimensions that determine the processes of socio-educational inclusion.
Evaluate innovative proposals in the context of the social and educational inclusion.
Analyze processes and models orientation throughout life


Learning Outcomes

  1. CA14 (Competence) Formulate research problems related to educational inclusion and life-long training and formulate the questions and goals.
  2. CA15 (Competence) Adopt criteria of methodological quality in the research of educational inclusion and life-long training.
  3. CA16 (Competence) Research and innovate in the field of socio-educational inclusion and life-long training, assessing inequalities due to sex/gender or other circumstances.
  4. KA12 (Knowledge) Describe the methodological paradigms, approaches and designs in the research of socio-educational inclusion and life-long training.
  5. KA13 (Knowledge) Identify different lines of research in socio-educational inclusion and life-long training.
  6. KA14 (Knowledge) Identify problems and respond to educational needs in relation to educational inclusion and guidance using innovative approaches.
  7. KA15 (Knowledge) Recognise the ethical principles of research when producing studies on socio-educational inclusion and life-long training.
  8. SA10 (Skill) Produce a comprehensive review of the scientific literature in relation to educational inclusion and life-long training.

Content

Inclusion and equity in education. Vulnerabilities and educational care. Disability and inclusive education.
Inclusion as an innovative process in the different educational levels.
Care models and curricular approaches to educational needs.
The development of inclusive practices in education for all.
inclusive education management. Resources and support services for the social and educational inclusion.
Teacher training to the processes of educational inclusion.
Transitions throughout life from a perspective of social and educational inclusion.
Orientation programs and projects of personal and professional life.
Orientation and Socio-educational inclusion.


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Explanations by the teachers. Participation by the students 36 1.44
Type: Supervised      
Individual work or group work 36 1.44
Type: Autonomous      
Activities related to personal work 78 3.12

The training activity will be developed from the following dynamics:
 
Master classes / lectures by the teacher
Reading of articles and documentary collections
Analysis and collective discussion of articles and documentary sources
Classroom practices: problem solving / cases / exercises.
Presentation / oral presentation of works.
Tutorials

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.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Attendance and participation 10% 0 0 CA14, CA15, CA16, KA12, KA13, KA14, KA15, SA10
Development activities of the subject 30% 0 0 CA14, CA15, CA16, KA12, KA13, KA14, KA15, SA10
Report / individual work 60% 0 0 CA14, CA15, CA16, KA12, KA13, KA14, SA10

The evaluation will take into account the established activities, with the weighting set to determine the final result.

Note: Given that the faculty indicates that all Master's subjects - with the exception of the TFM - must have the single assessment option, this will take place on March 4, 2025. Students who do not pass the 50% of the assessment activities established will have the option to recover them with the corresponding deliveries on March 18, final work delivery date, two weeks after the end of classes. Plagiarism or copying will mean failure, communicating to the coordination of the degree.


Bibliography

  • AINSCOW, M., BOOTH, T., DYSON, A. Et al. (2006). Improving Schools, Developing Inclusion. Routledge
  • BARTON, L. (Comp.) (2008). Superar las barreras de la discapacidad. Morata
  • BOOTH, T. et al. (2000): The index of inclusión: developing learning and participation in schools. CSIE.
  • BRUSSINO, O. (2021). Building capacity for inclusive teaching: policies and practices to prepare all teachers for diversity and inclusion. OECD Education Working Paper No. 256. OCDE. https://dx.doi.org/10.1787/57fe6a38-en
  • CASANOVA, M.A. & RODRÍGUEZ, H.J. (2009). La inclusión educativa, un horizonte de posibilidades.  Ed. La Muralla
  • ECHEITA SARRIONANDIA, G. (2007). Educación para la inclusión o educación sin exclusiones. Narcea.
  • EDWARDS, S. D. (2005). Disability: Definitions, value and identity. Radcliffe.
  • FERNÁNDEZ FERNÁNDEZ, S. et al. (2004). Transición escuela-empleo de las personas con discapacidad. IMSERSO.
  • HINOJO, F.J., TRUJILLO, J.M., MARÍN, J.A. y SOLA, J.M. (2020). Contextos y procesos en investigación educativa. Octaedro
  • ORTIZ JIMÉNEZ, L. y GARRIDO MARTÍNEZ, J. (Coords.) (2020). Educación inclusiva: abriendo puertas al futuro. Ed. Dykinson
  • ORTÍZ, L. y CARRIÓN, J.J. (2021). Respuesta educativa al alumnado con necesidad específica de apoyo educativo asociada a discapacidad en educación obligatoria.  Graó
  • SCHALOCK, R. L., & VERDUGO, M. A. (2003). Calidad de vida: Manual para professionales de la educación, salud y servicios sociales. Alianza Editorial.
  • SHEEHY, K., NIND, M., JONATHAN R. Y SIMMONS K. (Eds) (2005). Ethics and research in inclusive education. Routledge Falmer.
  • SLEE, R. (2012). La escuela extraordinaria. Exclusión, escolarización y educación inclusiva. Morata.
  • SWAIN, J., & FRENCH, S. (Eds.) (2008). Disability on equal terms. Sage.
  • TEJADA, J.; NAVÍO, A.; JURADO, P.: RUÍZ, C; MIRANDA, J.; FANDOS, M. (2022). Evaluación de aprendizajes en educación superior. De la teoría a la práctica. McGraw-Hill
  • TARP, R. G. et al.(2002).Transformar la enseñanza. Inclusión y armonía en las aulas y las escuelas.Edcs. Paidós Ibérica.

Software

It is not required


Language list

Name Group Language Semester Turn
(TEm) Theory (master) 1 Spanish first semester afternoon