Master’s Degree in Supporting Diversity and Inclusive Education (Online)

Objectives

Conceptual objectives:

 To understand the neuropsychological foundations of human behaviour, linking the structures and functions of the nervous system to the cognitive, affective and motor processes involved in learning. The brain, brain functions and brain plasticity relevant to learning.

 To recognise the stages of psychomotor development from infancy to adolescence, identifying signs of typical development and possible impairments requiring specific educational support. Neuropsychological assessment tools and observation guidelines applicable during the school years.

 To analyse the main motor skills and body schema, assessing their importance for learning at school, personal autonomy and social interaction. Resources and sources of information.

 Identify and describe basic cognitive processes such as attention, memory and learning, explaining how they function and their role in pupils’ academic performance and behaviour.

 Identify difficulties or abnormalities in developmental maturity through observation and the application of basic psycho-educational assessment tools.

 Assess specific educational support needs, drawing up initial intervention proposals tailored to pupils’ individual characteristics.

 Relate socio-emotional factors to the learning process, understanding how emotions, self-esteem, motivation and classroom atmosphere influence performance and behaviour.

 Develop attitudes of respect, inclusion and prevention towards diversity amongst pupils, recognising the importance of early detection and appropriate educational intervention.

 Apply basic strategies to promote attention, memory and motivation in the classroom, using techniques adapted to different learning paces.

 Interpret pupils’ behaviour from a holistic perspective, taking into account neurological, cognitive, emotional, motor and social factors to ensure more effective teaching practice.

Learning outcomes

RC0 Assesses pupils’ specific educational support needs in order to establish intervention measures tailored to individual needs.

Knowledge:

RK1 Identifies abnormalities in developmental maturation, as well as the main tools for their assessment.

RK2 Defines the neuropsychological and developmental foundations of sensorimotor functions and cognitive processes (perception, attention, memory, executive functions, emotion) and their relationship with behaviour and learning, in order to adapt educational practice.

Description of the content

1. Neurological foundations of behaviour.

2. Introduction to psychomotor development.

3. Motor skills and body schema.

4. Cognitive processes I: attention, memory and learning.

5. Cognitive processes II: language, intelligence and executive functions.

6. Socio-emotional factors.

Training activities

Virtual face-to-face sessions

Lectures

Study of core material

Reading of supplementary material

Assignments, case studies and

self-assessment

Tutorials

Collaborative work (forums)

Face-to-face final exam

Assessment system and criteria

• The final exam for the module will account for: 50 per cent of the final mark.

The exam mark must be 5.0 out of 10.0 or higher to be included in the overall mark.

• The remaining 50 per cent of the mark will be based on your continuous assessment.

The following will be taken into account:

- Activity 1 (10% of the mark).

- Activity 2 (15%)

- Portfolio (25 per cent)

5.2. Extraordinary examination session

To pass the module in the resit period, students must sit the final examination for the module and achieve a final mark of 5.0 out of 10.0 or higher.

In the resit, the activities will NOT count towards the mark

The final exam in the supplementary examination period will always include a practical component, either in the form of a case study or open-ended questions.

Objectives

Conceptual objectives:

 • To understand the definition of high ability and the different profiles that talented or gifted pupils may exhibit.

 • To be familiar with current legislation and the educational measures associated with supporting diversity and high ability.

 • To analyse the main theoretical models for the study of high ability and their contribution to the field of education.

 • To identify the criteria, processes and tools used in the psycho-educational assessment of high ability.

 • Recognise the specific educational needs of these pupils and the implications for their academic, social and emotional development.

 • To understand the principles underpinning the design of enrichment programmes and other intervention measures.

To this end, we aim to achieve:

Learning objectives:

-Apply strategies for curriculum enrichment, extension or flexibility to cater for academic and creative talent.

-Select and use observation and early identification tools to identify pupils showing signs of high ability.

-Develop, at a basic level, individual or group intervention plans aimed at enhancing cognitive and socio-emotional abilities.

- To coordinate educational initiatives with other professionals and families to support the holistic development of gifted pupils.

-To recognise the teacher’s role as a source of motivation, emotional support and the promotion of advanced learning.

Learning outcomes

RK0 Understands the importance of addressing pupils’ educational needs in order to contribute to the process of achieving an inclusive society.

RK3 Describes the main characteristics of people with disabilities, as well as their developmental and learning processes and the social and family implications of their condition, in order to support their learning process.

Skills or competences:

RS2 Applies pedagogical assessment tools to people with disabilities in order to implement the most appropriate interventions.

Description of the content

1. Disability and functional diversity.

2. Cognitive disability.

3. Sensory disability.

4. Motor disability.

5. The social and family aspects of disability.

6. Educational and developmental aspects of disability.

Training activities

AV1. Lectures (asynchronous) 15 hours

AV2. Interactive lectures (synchronous) 12 hours

AV3. Interactive practical sessions (synchronous) 22 hours

AV4. Independent study, case or problem-solving, literature reviews (self-directed work). 91 hours

AV5. Online tutorials (synchronous/asynchronous). 7 hours

AV6. Knowledge assessment tests (face-to-face). 3 hours

Assessment system and criteria

Grading system

In the course’s virtual classroom and during the first session, you will be able to view in detail the activities you are required to complete, as well as the submission dates, assessment criteria and marking schemes for each one. Your final mark will be determined according to the following assessment system:

Regular assessment period

The marking criteria are:

• The final exam for the module will account for: 50 per cent of the final mark.

The exam mark must be 5.0 or above out of 10.0 to be included in the overall mark.

• 50 per cent of the mark will be based on your continuous assessment.

The following will be taken into account:

- Activity 1 (10% of the mark).

- Activity 2 (15%)

- Portfolio (25 per cent)

Late submission of core activities will NOT be accepted, except in cases of force majeure

To pass the module in the standard assessment period, you must achieve a mark of 5.0 or higher out of 10.0 in the final mark (weighted average) for the module.

Extraordinary examination period

To pass the module in the supplementary assessment, you must sit the final exam and achieve a mark of 5.0 or above out of 10.0 in the final mark.

In the extraordinary sitting, activities will NOT count towards your mark

The final exam in the supplementary sitting will always include a practical component, either in the form of a case study or open-ended questions.

IMPORTANT: Passing the module is conditional upon passing the final exam (achieving a mark of 5 out of 10 or higher), so that the marks obtained in the other assessed activities can be included in the overall mark.

Bibliography

Core:

1. Vega Díaz, Marta

"Become a Master of Parenting”: Overcome the challenge of being a mother or father by answering 100 essential questions

Amazon. 2025.

ISBN: 979-828611684

https://www.amazon.es/Convi%C3%A9rtete-maestro-crianza-respondiendo-esenciales/dp/B0FBRJRKKF

2.- Vega Díaz, Marta and Higinio González García

A Guide to Effective Parenting in Modern Life: Keys to Creating the Home of Your Dreams

AMAZON. 2025.

ISBN: 979-831588721

Objectives

Conceptual objectives:

To understand the conceptual foundations of educational research and its importance for improving teaching practice.

To become familiar with the main approaches to educational research, distinguishing between quantitative, qualitative and mixed methods.

To design basic educational research projects, formulating research problems, objectives and research questions.

To select and apply appropriate techniques and instruments for collecting information in educational contexts.

To analyse and interpret data obtained from educational research using basic qualitative and quantitative analysis methods.

To value scientific dissemination as a tool for sharing results and contributing to the advancement of educational knowledge.

To achieve the objectives of this module, we need you to participate in classes, in proposed discussions and in the activities we set, as this will ensure you gain a more comprehensive and enriching learning experience.

We do not want passive students who simply receive and process information; we want students with their own opinions, who are keen to learn and contribute different perspectives.

To this end, we aim to achieve:

Learning objectives:

 That you participate actively, contributing your knowledge and experiences.

 That you work on the assessed activities we set and submit them within the estimated timeframe.

 That the non-assessed activities serve as a point of reflection for you, enabling you to become aware of your own learning process.

 That you use any points of uncertainty as opportunities to seek clarification, so that you can fully understand all the content covered in this module.

Learning outcomes

LR1 Develops research projects in the field of education, adopting an inclusive approach, in order to share the results of their research with the scientific community.

Skills or competences:

RC3 Accurately interprets academic literature and research findings in education and inclusive education, in order to apply scientific knowledge to their professional practice

RS3 Applies the necessary knowledge and tools to collect and analyse information in the context of an educational research project

Course content

1. Introduction to educational research.

2. Approaches to educational research.

3. Research design and identification of objectives.

4. Techniques, instruments and resources for data collection.

5. Techniques and resources for data analysis.

6. Scientific dissemination in education.

Training activities

Lectures (asynchronous) 15 hours

Interactive lectures (synchronous) 12 hours

Interactive practical sessions (synchronous) 22 hours

Self-study, case studies or problem-solving, literature reviews (independent work). 91h

Online tutorials (synchronous/asynchronous). 7 hours

Completion of knowledge tests (face-to-face). 3 hours

Assessment system and criteria

Marking system

In the course’s virtual classroom and during the first session, you will be able to view in detail the activities you are required to complete, as well as the submission dates, assessment criteria and marking schemes for each one. Your final mark will be determined according to the following assessment system:

5.1. Regular examination session

The marking criteria are:

• The final exam for the module will account for: 50 per cent of the final mark.

The exam mark must be 5.0 out of 10.0 or higher to be included in the overall mark alongside the other activities.

• 50 per cent of the mark will come from your continuous assessment.

The following will be taken into account:

- Activity 1 (10% of the mark).

- Activity 2 (15 per cent of the mark)

- Portfolio (25%)

Late submission of core activities will NOT be accepted, except in cases of force majeure

To pass the module in the ordinary assessment period, you must achieve a mark of 5.0 or above out of 10.0 in the final mark (weighted average) for the module.

5.2. Supplementary examination

To pass the module in the supplementary examination period, you must sit the final examination for the module and achieve a mark of 5.0 or above out of 10.0 in the final mark.

In the supplementary examination, coursework will NOT count towards your mark

The final exam for the resit will always include a practical component, either in the form of a case study or open-ended questions.

Objectives

Conceptual objectives:

 To recognise the importance of collaboration with families and guidance teams in optimising the personal and educational development of pupils with SEN.

 To understand the theoretical foundations of catering for diversity and the principles underpinning educational inclusion at different levels and in different contexts.

 Understand the neuropsychological, pedagogical and psychological foundations of human development, as well as the factors that influence learning and learning difficulties.

 To identify the different types of special educational needs (SEN) —sensory, motor, cognitive, linguistic or emotional— and their implications for development and teaching.

 To analyse the theoretical and methodological models of educational assessment and intervention, evaluating their application in the identification and support of SEN.

 Understand the main language and communication difficulties experienced by pupils with sensorimotor or cognitive disabilities, and the strategies for addressing them effectively.

 To recognise the role of motivational, social and family factors in the learning of pupils with SEN and in their educational response.

 Understand the potential of Information and Communication Technologies (ICT) as tools to support inclusion, communication and pupils’ autonomy.

 Appreciate the importance of interdisciplinary collaboration and joint working between teachers, counsellors, therapists and families to ensure comprehensive and consistent support.

 To reflect on the ethical and social implications of inclusive educational practice, from a perspective of equity, justice and respect for diversity.

To achieve the objectives of this module, we need you to participate in lessons, in the proposed discussions and in the activities we set, as this will enable you to gain a more comprehensive and enriching learning experience.

We do not want passive students who merely receive and process information; we want students with their own opinions who are keen to learn and contribute different perspectives.

To this end, we aim to achieve:

Learning objectives:

 To assess and identify students’ special educational needs through observation, the use of appropriate tools and the analysis of diverse educational contexts.

 To design and implement educational intervention programmes tailored to the characteristics, interests and potential of each student, in both formal and non-formal settings.

 To develop preventive and support strategies aimed at maximising learning abilities and preventing the emergence of difficulties associated with special educational needs.

 To use ICT as a resource to facilitate communication, independence and learning for pupils with functional diversity or specific needs.

 To intervene in language and communication processes, implementing strategies that integrate cognitive, emotional and social aspects.

 To coordinate and collaborate with multidisciplinary teams and families, providing guidance and advice to improve the educational support and well-being of pupils.

 Integrate active and inclusive methodologies, fostering participation, motivation and meaningful learning within the classroom.

Learning outcomes

RC4 Advises other professionals in the educational sector, as well as pupils’ families, on the specific characteristics of each pupil and the recommended guidelines for effective inclusion

Skills or competences:

RS1 Acquires the skills to provide guidance on the principles of equality, both to other professionals in the education sector and to other social stakeholders, in order to achieve an inclusive society

RS4 Adapts the educational response to the needs and circumstances of each pupil, in order to enhance and support their learning process.

Description of the content

1. Attention to diversity: concept and development.

2. Organisation of support for diversity.

3. Identification and assessment of educational needs.

4. Educational response I: school level.

5. Educational response II: classroom level.

6. Educational response III: pupil level.

Training activities

TA1. Lectures (asynchronous) 15 hours

TA2. Interactive lectures (synchronous) 12 hours

AV3. Interactive practical sessions (synchronous) 22 hours

AV4. Self-study, case studies or problem-solving, literature reviews (independent work). 91 hours

AV5. Online tutorials (synchronous/asynchronous). 7 hours

AV6. Knowledge assessments (face-to-face). 3 hours

Assessment system and criteria

5. Marking system

In the course’s virtual classroom and during the first session, you will be able to view details of the activities you are required to complete, as well as the submission dates, assessment criteria and marking schemes for each one. Your final mark will be determined according to the following assessment system:

5.1. Regular examination session

The marking criteria are:

• The final exam for the module will account for: 50% of the final mark.

The exam mark must be 5.0 out of 10.0 or higher to be included in the overall mark.

• 50 per cent of the mark will be based on your continuous assessment.

The following will be taken into account:

- Activity 1 (10%)

- Activity 2 (15%)

- Portfolio (25% of the mark).

Late submission of core activities will NOT be accepted, except in cases of force majeure

To pass the module in the regular examination period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module.

5.2. Supplementary examination period

To pass the module in the supplementary assessment period, you must sit the final examination for the module and achieve a mark of 5.0 or above out of 10.0 in the final mark.

In the supplementary sitting, coursework will NOT count towards your mark

The final exam for the supplementary sitting will always include a practical component, either in the form of a case study or open-ended questions.

Bibliography

Core:

1. Vega Díaz, Marta

The Art of Parenting: A Comprehensive Guide to Assessing, Understanding and Applying Parenting Styles

AMAZON. 2025.

ISBN: 979-829315996

https://www.amazon.es/arte-ser-padres-educativos-parentales/dp/B0FJ6DG41M/ref=tmm_hrd_swatch_0?_encoding=UTF8&dib_tag=se&dib=eyJ2IjoiMSJ9.kkHcKg90c0Mg5qL4-q6ug_p3srkwux6y9cH1yLZ1Iw5H5Vh9ywXmWod8M-uhc4QhvEB4c1RK_eeXIevKjOyCPV0kVT1iO6y5D2VqXyW7dx4xgdgmGgrXN-gESaDZ9530mC9aHhU4w-ZrxbYoDv_35O2FQgNn7vyTXsxr-t2U45xbqxJiYYtVt0DF8p8kAoswf4yo34cIbHrYyUYggFRRyDk9coNYPIFG6C0Bs3GTNvccv1URtC3rlU_T0S68Lv7jklS23-Ck17hTEy_IEkJolx3pfHvw1SW-eV-OqefGRG8.DgJIXlFz_aK_u9iOUEm3JLskAFUgH23V5Y_S51kanYo&qid=1753718438&sr=8-1

Objectives

Conceptual objectives:

To understand the fundamental concepts of pervasive developmental disorders and behavioural disorders in school-age children.

To identify the clinical and neuropsychological characteristics of ASD, ADHD, PDD, Intermittent Explosive Disorder and Conduct Disorder.

To distinguish between the main disorders, recognising their symptoms, progression and implications in educational and social contexts.

To understand the family, emotional and environmental factors that influence the onset and persistence of these difficulties.

To analyse the educational implications of these disorders, including difficulties with learning, communication and social interaction.

To understand the importance of an inclusive approach and interdisciplinary work for the holistic support of pupils with specific needs.

To achieve the objectives of this module, we need you to participate in classes, in the proposed discussions and in the activities we set, as this will enable you to gain a more comprehensive and enriching learning experience.

We do not want passive students who simply receive and process information; we want students with their own opinions who are keen to learn and contribute different perspectives.

To this end, we aim to achieve:

Learning objectives:

 That you participate actively, contributing your knowledge and experiences.

 That you work on the assessed activities we set and submit them within the specified timeframe.

 That the non-assessed activities serve as a point of reflection for you, enabling you to become aware of your own learning process.

 That you use any points of uncertainty as an opportunity to seek clarification, so that you fully understand all the content covered in this module.

Prerequisites

Entry Profile

Graduate in Early Years Education

Graduate in Primary Education

Bachelor’s Degree in Pedagogy

Learning Outcomes

RC2 Advises family members and other teaching or educational professionals regarding children with pervasive developmental disorders and behavioural disorders, in order to support the work of all educational stakeholders involved in pupils’ learning

Knowledge:

RK0 Understands the importance of meeting pupils’ educational needs in order to contribute to the process of achieving an inclusive society

RK4 Identifies the main pervasive developmental and behavioural disorders, as well as their neuropsychological and educational characteristics, and their social and family implications, in order to adapt educational practice.

Description of the content

1. Autism spectrum disorder.

2. Attention-deficit/hyperactivity disorder.

3. Intervention for attention deficit hyperactivity disorder.

4. Disruptive impulse control and behavioural disorders I: Oppositional defiant disorder and Intermittent explosive disorder.

5. Disruptive impulse control and behavioural disorders II: Conduct disorder and assessment.

6. Intervention for disruptive, impulse control and behavioural disorders.

Training activities

AV1. Lectures (asynchronous) 15 hours

AV2. Interactive lectures (synchronous) 12 hours

AV3. Interactive practical sessions (synchronous) 22 hours

AV4. Self-study, case or problem-solving, literature reviews (independent work). 91 hours

AV5. Online tutorial sessions (synchronous/asynchronous). 7 hours

AV6. Knowledge assessment tests (face-to-face). 3 hours

Assessment system and criteria

Grading System

In the course’s virtual classroom and during the first session, you will be able to view in detail the activities you are required to complete, as well as the submission deadlines, assessment criteria and marking schemes for each one. Your final mark will be determined according to the following assessment system:

Regular assessment

The marking criteria are:

• The final exam for the module will account for: 50 per cent of the final mark.

The exam mark must be 5.0 out of 10.0 or higher to be included in the overall average with the coursework.

• 50 per cent of the mark will be based on your continuous assessment.

The following will be taken into account:

- Activity 1 (10% of the mark).

- Activity 2 (15%)

- Portfolio (25%)

Late submission of core activities will NOT be accepted, except in cases of force majeure

To pass the module in the ordinary examination session, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module.

Extraordinary examination period

To pass the module in the supplementary examination session, you must sit the final examination for the module and achieve a mark of 5.0 or above out of 10.0 in the final mark.

In the supplementary examination, activities will NOT count towards your mark

The final exam in the supplementary sitting will always include a practical component, either in the form of a case study or open-ended questions.

Objectives

Conceptual objectives:

To understand the basic principles of neuropsychological intervention, its purpose and its application in educational and clinical settings.

To identify the neuropsychological characteristics associated with motor, intellectual development, language and learning disorders, autism spectrum disorders and attention deficit disorders.

• Analyse the specific needs of pupils with these difficulties, recognising the cognitive, behavioural, emotional and environmental factors involved.

Select and apply basic neuropsychological intervention strategies aimed at promoting pupils’ cognitive, motor, linguistic and socio-emotional development.

Design tailored intervention plans, taking into account the neuropsychological profile and individual abilities of each student.

To recognise the importance of interdisciplinary coordination between teachers, psychologists, therapists and families as a key factor in the success of interventions.

Learning outcomes

RODS Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to operate with integrity in a professional environment.

Knowledge:

RK5 Identifies the tools needed to optimise pupils’ learning capacity and their performance in everyday life.

Skills:

RS5 Implements intervention programmes to improve affected neuropsychological aspects in pupils with special educational needs.

Description of the content

1. Neuropsychological intervention and motor disorders.

2. Neuropsychological intervention and attention deficit disorders.

3. Neuropsychological intervention and intellectual disability.

4. Neuropsychological intervention and learning difficulties.

5. Neuropsychological intervention and autism spectrum disorders.

6. Neuropsychological intervention and language disorders.

Training activities

AV1. Lecture sessions (asynchronous) 15 hours

AV2. Interactive lectures (synchronous) 12 hours

AV3. Interactive practical sessions (synchronous) 22 hours

AV4. Self-study, case studies or problem-solving, literature reviews (independent work). 91 hours

AV5. Online tutorials (synchronous/asynchronous). 7h

AV6. Knowledge assessment tests (face-to-face). 3 hours

Assessment system and criteria

4. Assessment system and criteria

In the course’s virtual classroom and during the first session, you will be able to view in detail the activities you are required to complete, as well as the submission dates, assessment criteria and marking schemes for each one. Your final mark will be determined according to the following assessment system:

Regular assessment period

The marking criteria are:

• The final course examination will account for: 50 per cent of the final mark.

The exam mark must be 5.0 out of 10.0 or higher to be included in the overall mark.

• 50 per cent of the mark will be based on your continuous assessment.

The following will be taken into account:

- Activity 1 (10%)

- Activity 2 (15%)

- Portfolio (25% of the mark).

Late submission of core activities will NOT be accepted, except in cases of force majeure

To pass the module in the ordinary examination period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module.

Extraordinary examination session

To pass the module in the supplementary examination session, you must sit the final examination for the module and achieve a mark of 5.0 or above out of 10.0 in the final mark.

In the supplementary examination, activities will NOT count towards your mark

The final exam in the supplementary sitting will always include a practical component, either in the form of a case study or open-ended questions.

Objectives

Conceptual objectives (relating to theoretical knowledge)

To understand what a Master’s Thesis is, its scientific and professional purpose, and its role within the Master’s programme.

To be familiar with the formal structure of a Master’s Thesis (introduction, objectives, theoretical framework, methodology, analysis, conclusions, bibliography and appendices).

To identify the research skills specific to the field of education (searching for scientific information, critical review, analysis and writing with academic rigour).

Understand institutional regulations: credits, stages of the process, submission, assessment and defence before an examination board.

Understand and apply the scientific format and APA citation guidelines.

Understand the importance of academic originality and anti-plagiarism requirements.

Learning objectives (related to practical application and student learning)

To produce an original Master’s thesis, applying the theoretical knowledge acquired during the Master’s programme.

To design and develop a piece of work of academic quality: literature review, formulation of objectives, methodology, data analysis and conclusions.

To write an academic document structured in accordance with the official Master’s thesis format.

Use reliable, up-to-date and correctly cited academic sources.

Manage the research process independently, maintaining consistency and adhering to a timetable.

Defend the thesis publicly, developing scientific communication and argumentation skills before an examination panel.

The allocation of a Master’s Thesis supervisor is compulsory and is determined by the Master’s Programme Coordination, as without one, the ‘PASS’ mark cannot be awarded for the defence of the Master’s Thesis.

The choice of mode and subject area is not permanent. Until the final written Master’s Thesis has been submitted, students may change the title, mode and even the subject area, always under the guidance of their supervisor. However, a change of subject area does not entail a change of supervisor; any substantial changes to your project must be carried out under the supervision originally assigned.

In the first few days of the term, both the student and the supervisor will be informed of the partnership established for the Master’s Thesis. From then on, the supervisor will act as the academic guide for the student’s Master’s Thesis project, bearing in mind that a large part of this process is self-directed and requires initiative on the student’s part to carry out the project. It is not essential, when it comes to developing a good project, for your supervisor to be from the same subject area as your project, as the in-depth study of the project’s theoretical and procedural content is the responsibility of the student.

The Master’s thesis supervisor will be assigned based on your entry profile, bearing in mind that the entire academic staff teaching on this degree programme is fully qualified and accredited to supervise and guide any student’s work, regardless of their specialism. Both the supervisor and the student will have a mutual commitment involving associated rights and responsibilities. This is a collaborative process based on shared responsibility, in which each student must play a proactive role in their work.

Prerequisites

In order to defend the Master’s Thesis before the assessment panel, the student must have passed the 60 credits relating to the modules and external placements of the programme. Furthermore, they must have received approval from their supervisor, who must confirm that their thesis has followed the necessary guidelines to be defended and to complete their postgraduate studies.

Learning outcomes

"This section is blank. Please complete with the learning outcomes set out in the thesis and the RUCT:

Competencies:

RC0 Assesses specific educational support needs amongst students, in order to establish intervention measures tailored to individual needs.

RC1 Develops research projects in the field of education, adopting an inclusive approach, in order to share the results of their research with the scientific community.

RC6 Critically reviews specific educational situations, as well as scientific studies related to the field of education, in order to draw conclusions applicable to their professional practice.

RC7 Rigorously defends their own research and projects in the field of education, in order to share the results of their research with the scientific community.

RODS Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to operate with integrity in a professional environment.

Skills or competences:

RS0 Designs programmes and intervention measures to promote the inclusion of all pupils Skills or competences

RS1 Acquires the skills to provide guidance on the principles of equality, both to other professionals in the field of education and to other social stakeholders, in order to achieve an inclusive society Skills or competences "

Description of the course content

The Master’s Thesis (TFM) involves applying the knowledge gained in the theoretical and practical modules of the programme. It takes the form of a research project under the supervision of a lecturer who will guide the student’s work. You must submit a high-quality piece of work that meets the necessary requirements for a literature review, the setting of objectives, planning and an action plan, as well as an analysis of results and a proposal for intervention. This will be defended through a public oral presentation before a panel qualified to assess it. This project may take the form of either a research project or an innovation proposal.

Training activities

AV2. Interactive lectures (synchronous) 12 hours

AV5. Online tutorials (synchronous/asynchronous). 7 hours

AV8. Preparation of the Master’s Thesis (independent work). 132 hours

AV9. Public oral defence (face-to-face). 2 hours

Assessment system and criteria

5. Assessment system and criteria

Each student’s final mark will be the sum of the Academic Tutor’s assessment (40%) and the remaining percentage (60%), as determined and announced by the Master’s Thesis defence panel during the defence, immediately before it concludes.

In order to proceed to the defence, the student must have received a favourable assessment from the programme directors, allowing them to defend their project and ensuring that it meets the minimum quality standards required for the Master’s degree.

The mark will be determined using a marking scheme, divided into different sections, each with a different weighting in the final mark.

The defence will take place online. It begins with a formal introduction by the chair of the university examination board, outlining the proceedings, the process and the members of the board.

The student is then given the floor to deliver their presentation, using the materials they have prepared in advance (maximum 12 minutes). This is followed by a session of questions and comments from the members of the examination board, after which the student may respond to the questions raised by the board (optional, but recommended). Finally, the panel deliberates on the final mark (the student will, of course, be absent from the deliberation process).

The examination board will consist of three members (a Member, a Secretary and a Chair). All will have experience in the field. The members of the examination board will have read the Master’s Thesis in advance and will assess the student using the rubric corresponding to the chosen Master’s Thesis format.

Objectives

Conceptual objectives:

 • To understand the definition of high ability and the different profiles that talented or gifted pupils may exhibit.

 • To be familiar with current legislation and the educational measures associated with supporting diversity and high ability.

 • To analyse the main theoretical models for the study of high ability and their contribution to the field of education.

 • To identify the criteria, processes and tools used in the psycho-educational assessment of high ability.

 • Recognise the specific educational needs of these pupils and the implications for their academic, social and emotional development.

 • To understand the principles underpinning the design of enrichment programmes and other intervention measures.

To this end, we aim to achieve:

Learning objectives:

-Apply strategies for curriculum enrichment, extension or flexibility to cater for academic and creative talent.

- Select and use observation and early detection tools to identify pupils showing signs of high ability.

-Develop, at a basic level, individual or group intervention plans aimed at enhancing cognitive and socio-emotional abilities.

- To coordinate educational initiatives with other professionals and families to support the holistic development of gifted pupils.

-To recognise the teacher’s role as a source of motivation, emotional support and a promoter of advanced learning.

Learning outcomes

RC5 Develops procedures to enable gifted pupils to realise and express their full potential

RS0 Designs intervention programmes and activities to promote the inclusion of all pupils

RS6 Applies tools to identify pupils who are intellectually gifted or highly able.

Description of the content

1. Definitions and characteristics of pupils with high abilities.

2. Legislation on the educational needs of gifted pupils.

3. Models for the study of high ability.

4. Identification and assessment of high ability.

5. Educational responses to talent and giftedness.

6. Strategies for designing intervention programmes and activities.

Training activities

AV1. Lectures (asynchronous) 15 hours

AV2. Interactive lectures (synchronous) 12 hours

AV3. Interactive practical sessions (synchronous) 22 hours

AV4. Self-study, case or problem-solving, literature reviews (independent work). 91 hours

AV5. Online tutorial (synchronous/asynchronous). 7 hours

AV6. Knowledge assessment tests (face-to-face). 3 hours

Assessment system and criteria

Grading system

In the course’s virtual classroom and during the first session, you will be able to view in detail the activities you are required to complete, as well as the submission dates, assessment criteria and marking schemes for each one. Your final mark will be determined according to the following assessment system:

Regular assessment

The marking criteria are:

• The final examination for the module will account for: 50 per cent of the final mark.

The exam mark must be 5.0 out of 10.0 or higher to be included in the overall mark.

• 50 per cent of the mark will be based on your continuous assessment.

The following will be taken into account:

- Activity 1 (10% of the mark).

- Activity 2 (15 per cent)

- Portfolio (25 per cent)

Late submission of core activities will NOT be accepted, except in cases of force majeure

To pass the module in the standard assessment period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module.

Extraordinary examination session

To pass the module in the supplementary sitting, you must sit the final examination for the module and achieve a mark of 5.0 or above out of 10.0 in the final mark.

In the supplementary examination period, activities will NOT count towards your mark

The final exam in the supplementary sitting will always include a practical component, either in the form of a case study or open-ended questions.

Objectives

Students must undertake a placement in an educational setting that includes pupils with special educational needs and additional educational requirements, where they can apply the knowledge they have acquired in an educational context and assess the outcomes of their teaching interventions.

To undertake a period of supervised practical training in an educational establishment, a psycho-educational centre, or an organisation and/or foundation, based on the identification of difficulties and disorders through professional observation. Students must undertake a placement in an educational setting that includes pupils with special educational needs and additional educational requirements (ACNEAE), where they can apply the knowledge they have acquired in an educational context and assess the outcomes of their teaching interventions.

Learning outcomes

RODS Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values as well as the Sustainable Development Goals, in order to operate with integrity in a professional environment.

RC0 Assesses specific educational support needs amongst pupils, in order to establish intervention measures tailored to individual needs.

RC2 Advises family members and other teaching or educational professionals regarding pupils with pervasive developmental disorders and behavioural disorders, to support the work of all educational stakeholders involved in pupils’ learning

Knowledge:

RK0 Understands the importance of meeting pupils’ educational needs in order to contribute to the process of achieving an inclusive society

Skills:

RS0 Designs programmes and intervention strategies to promote the inclusion of all pupils

RS1 Acquires skills to provide guidance on the principles of equality, both to other professionals in the education sector and to other social stakeholders, with a view to achieving an inclusive society"

Description of the content

Students must undertake a placement in an educational setting that includes pupils with special educational needs and additional educational requirements (ACNEAE), where they can put the knowledge they have acquired into practice in an educational context and assess the outcomes of their teaching interventions.

Training activities

AV2. Interactive lectures (synchronous) 12 hours

AV4. Self-study, case studies or problem-solving, literature reviews (independent study). 91 hours AV5. Online tutorials (synchronous/asynchronous). 7 hours

AV7. External academic placements (face-to-face). 115 hours

Assessment system and criteria

You can find detailed information in the course’s virtual classroom and during the first session. For both the standard and supplementary examination periods, the marking criteria are:

• Report from the external academic placement tutor (30%)

• Report by the academic supervisor of the external academic placement (30%)

• External academic placement report (40 per cent)

Objectives

Conceptual objectives:

• To understand the principles of cooperative learning and how educational technologies can facilitate collaboration amongst students.

• To identify the fundamentals of gamification and its usefulness in increasing motivation and participation in an inclusive classroom.

• To analyse the flipped classroom model and its role in accommodating different learning paces and styles.

• To recognise various ICT tools designed to support pupils with physical and sensory disabilities.

• To understand technological resources aimed at pupils with cognitive and behavioural difficulties and their impact on learning.

Learning objectives:

• To select and apply ICT tools that promote the inclusion of pupils with different educational needs.

• Design activities based on technology-mediated cooperative learning, promoting teamwork and active participation.

• Integrate gamification strategies into the classroom using educational platforms and applications to improve motivation and engagement.

• Plan sessions using the Flipped Classroom model, utilising digital resources that cater for different learning paces.

• To use ICT tools adapted for pupils with sensory or physical disabilities (screen readers, adapted keyboards, communication aids, etc.).

• Implement technological resources to support the learning and self-regulation of pupils with cognitive and behavioural difficulties.

Learning outcomes

 Skills:

RS0 Designs intervention programmes and activities to promote the inclusion of all pupils.

Description of the content

1. The role of ICT in inclusive education in the 21st century.

2. Cooperative learning through ICT.

3. Gamification and ICT in the inclusive classroom.

4. The flipped classroom, respecting different learning paces.

5. ICT tools for physical and sensory disabilities.

6. ICT resources for cognitive and behavioural difficulties.

Training activities

"Replace with the training activities set out in the report and the RUCT:

AV1. Lectures (asynchronous) 15 hours

AV2. Interactive lectures (synchronous) 12 hours

AV3. Interactive practical sessions (synchronous) 22 hours

AV4. Independent study, case studies or problem-solving, literature reviews (self-directed work). 91 hours

AV5. Online tutorials (synchronous/asynchronous). 7 hours

AV6. Knowledge assessment tests (face-to-face). 3h"

Assessment system and criteria

5 Marking scheme

In the course’s virtual classroom and during the first session, you will be able to view in detail the activities you are required to complete, as well as the submission dates, assessment criteria and marking schemes for each one. Your final mark will be determined according to the following assessment system:

5.1. Standard assessment period

The marking criteria are:

• The final exam for the module will account for: 50% of the final mark.

The exam mark must be 5.0 out of 10.0 or higher to be included in the overall mark.

• 50 per cent of your mark will come from your continuous assessment.

The following will be taken into account:

- Activity 1 (10%)

- Activity 2 (15%)

- Portfolio (25% of the mark).

Late submission of core activities will NOT be accepted, except in cases of force majeure

To pass the module in the ordinary examination session, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark (weighted average) for the module.

5.2. Supplementary examination period

To pass the module in the supplementary examination period, you must sit the final examination for the module and achieve a mark of 5.0 or higher out of 10.0 in the final mark.

In the supplementary examination, coursework will NOT count towards your mark

The final exam for the supplementary sitting will always include a practical component, either in the form of a case study or open-ended questions.

Objectives

Conceptual objectives:

• To understand the concept of language and its evolution throughout human development, as well as the main theories explaining its acquisition.

• To understand the neurological basis involved in the production and comprehension of language, both spoken and written.

• To analyse the process of acquiring spoken and written language, identifying the biological, cognitive and sociocultural factors that influence it.

• To recognise and distinguish between the main disorders affecting spoken language, the voice, speech and written language.

• To identify the principles of language and communication assessment through testing, observation and analytical methods.

• To understand the principles and models of intervention applied to language, speech and communication disorders in an educational setting.

• We do not want passive students who simply receive and process information; we want students who form their own opinions and are keen to learn and contribute alternative perspectives.

To this end, we aim to achieve:

Learning objectives:

• To apply basic observation and recording techniques to identify difficulties with spoken and written language, voice and speech in a school setting.

• To select and use appropriate assessment tools to analyse pupils’ linguistic and communicative abilities.

• To design individual and group intervention plans aimed at improving language, communication and literacy.

• To implement language support strategies within the classroom, tailored to the specific needs of each pupil.

• Develop teaching materials and activities that promote the development of spoken and written language.

• Collaborate with families and other professionals in planning interventions and monitoring the progress of pupils with language disorders.

Learning outcomes

Competencies:

RC6 Critically reviews specific educational situations, as well as scientific studies related to the field of education, to draw conclusions applicable to their professional practice

RC7 Rigorously defends their own research and projects in the field of education in order to share the results of their research with the scientific community

Skills:

RS0 Designs programmes and intervention strategies to promote the inclusion of all pupils

Description of the content

1. Language: concepts, development, theories and neurological foundations.

2. The acquisition of spoken and written language.

3. Spoken language and voice disorders.

4. Written language and speech disorders.

5. Assessment of language, speech and communication disorders.

6. Intervention in language, speech and communication disorders.

Training activities

AV1. Lecture sessions (asynchronous) 15 hours

AV2. Interactive lectures (synchronous) 12 hours

AV3. Interactive practical sessions (synchronous) 22 hours

AV4. Self-study, case studies or problem-solving, literature reviews (independent study). 91 hours

AV5. Online tutorials (synchronous/asynchronous). 7 hours

AV6. Knowledge assessment tests (face-to-face). 3h

Assessment system and criteria

The final exam for the module will account for: 50% of the final mark.

The exam mark must be 5.0 out of 10.0 or higher to be included in the overall mark.

• 50% of the mark will be based on your continuous assessment.

The following will be taken into account:

- Activity 1 (10% of the mark).

- Activity 2 (15%)

- Portfolio (25 per cent)

5.2. Extraordinary examination session

To pass the module in the resit period, students must sit the final exam for the module and achieve a final mark of 5.0 out of 10.0 or higher.

In the resit, the activities will NOT count towards the mark

The final exam in the supplementary sitting will always include a practical component, either in the form of a case study or open-ended questions.