This version of the course guide is provisional until the period for editing the new course guides ends.

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Diversity and Curriculum

Code: 42972 ECTS Credits: 9
2025/2026
Degree Type Year
Psychopedagogy OB 1

Contact

Name:
José María Sanahuja Gavaldà
Email:
josep.sanahuja@uab.cat

Teachers

Pedro Jurado de los Santos

Teaching groups languages

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


Prerequisites

No requeriments


Objectives and Contextualisation

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.


Learning Outcomes

  1. CA01 (Competence) Design activities that allow socio-educational teams to be active in educational institutions, taking account of the different individual and group educational needs.
  2. KA01 (Knowledge) Recognise educational needs to be accommodated in the planning and development of the curriculum.
  3. KA02 (Knowledge) Describe proposals for socio-educational inclusion, identifying the barriers and limitations.
  4. KA03 (Knowledge) Critically interpret the principles, values and procedures that govern psycho pedagogical practice.
  5. KA04 (Knowledge) Defend ways of assessing psychopedagogical projects and actions for improvement based on sustainability.
  6. SA01 (Skill) Analyse the content of the curriculum with the aim of facilitating attention to diversity and equality of opportunities within the framework of the plan for attention to diversity.
  7. SA02 (Skill) Analyse the organisational operation of educational centres, evaluating their functionality from an inclusive perspective.
  8. SA03 (Skill) Draw up coordination plans with other educational centres, teachers, families and the other services, bodies or organisations to offer integrated educational guidance which takes diversity into account.

Content

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.


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Focusing on the teacher 57 2.28 KA02, KA03, SA01, SA02, KA02
Type: Supervised      
Focusing on students 56 2.24 CA01, KA03, SA03, CA01
Type: Autonomous      
Focusing on students 112 4.48 KA01, KA04, SA01, SA02, KA01

  • Lectures and multimedia exhibitions.
  • Exhibitions of works and monographs.
  • Document Analysis.
  • Work in cooperative groups.
  • Collective or individual tutorials.
  • Review of work and exercises in the classroom.
  • Consultation and reading the recommended bibliography.

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
Making and presentation in class activities 25% 0 0 CA01, KA01, SA01, SA02, SA03
Portfolio (with self-assessment) 35% 0 0 KA02, KA03, KA04, SA01
Theorical and practical test 40% 0 0 KA01, KA02, KA03, SA01, SA02

Continuous assessment:
The continuous assessment evidence includes the following:
• Portfolio (35%). The portfolio involves an analysis and reflection based on predefined references regarding the subject matter taught in the course. Individual work. It must include a self-assessment. Submission deadline: December 9.
• Completion/Presentation of in-class activities (25%). Individual or group work.
• Theoretical-practical exam (40%). Individual work. Date: November 20.

Single assessment:
Students who opt for the single assessment will be evaluated based on the following evidence and corresponding percentages: portfolio (35%), written exam (40%), and practical activities (25%). Date: November 20.

Resit:
The assessment components that can be resat are the portfolio and the theoretical-practical exam. The resit date for both continuous and single assessments is January 21.

Important considerations:
• To pass the course, students must pass all components of the assessment.
• Students must attend at least 80% of the course sessions. Otherwise, the course will be marked as Not Assessable, as the student will not have contributed the required in-class activities. If the absence is justified, the instructor will look for ways for the student to complete the activity.
• Feedback, returns, or grades for assessment tasks will be provided within a maximum of 20 working days.
• From the second enrollment onwards, students may choose to take a synthesis exam, which will consist of a portfolio and a theoretical-practical exam. In this case, the final course grade will correspond to the grade of this synthesis exam.
• The use of Artificial Intelligence (AI) technologies is not allowed in any part of this course. Any work containing AI-generated content will be considered academically dishonest and may be penalized. If AI use is detected, the assessment will receive a grade of zero.
• According to UAB regulations, plagiarism or copying of any assignment or written exam will be penalized with a grade of 0 for the entire course, without the option of resitting it. This applies to both individual and group work (in the latter case, all group members will receive a 0).
• Students must demonstrate professional behavior: active listening, respect, participation, empathy, punctuality, critical thinking, and appropriate use of electronic devices, among others. The course is based on the ethical principles of the profession.
• It is recommended to ensure that sources, notes, direct quotes, and bibliographic references are correctly formatted according to APA standards, as summarized in the UAB guide:
https://ddd.uab.cat/pub/recdoc/2016/145881/citrefapa_a2016.pdf


Bibliography

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.


Software

Not required. 


Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(TEmRD) Teoria (màster RD) 1 Catalan/Spanish first semester afternoon