Responsible Center: Official Masters School Location: Madrid - Vicalvaro
Modality: from distance Title code: 6301 Orientation: Pro
Number of ECTS Credits: 60 ECTS Duration of the Master: an academic year
Price: See table
Academic Calendar Opening hours Examinations Teaching Guides
Faculty
Director of the Master: Mr. Ricardo Moreno Rodriguez
E-mail:
University master's information: Phone: 91 665 5060 Inquiries Mailbox
Student attention: Student Help Box Suggestions, complaints and congratulations mailbox
Basic Information
What knowledge will I acquire with this Master?
The Official Master's Degree in Inclusive Education and Universal Design for Learning, structures its study plan in a total of 60 ECTS to develop in a school year. The subjects, from the most general to the most specific, both in the concepts of inclusion and in those of Universal Design for Learning (DUA) have been planned in such a way as to address the general principles that allow the articulation of inclusive cultures and policies, socially responsible, in which diversity and design for all is a transversal parameter, understanding it as a fundamental right in society since it guarantees participation in education and in diverse contexts.
All the areas contemplated by the inclusive orientation are studied, analyzing in each subject the parameters that must be taken care of to guarantee equal opportunities, as well as the obstacles and barriers that currently exist.
In this way, through their academic itinerary, the theoretical-practical contents that will be worked on in the different subjects will focus on developing the following blocks of knowledge:
- Principles of inclusive education, models of inclusion and attention to diversity at the national and international level, which allow analyzing and understanding the main educational strategies aimed at good practices in inclusive education.
- Types of diversity in the educational field: ACNEAE. Classification and characteristics for its identification and detection, as well as its educational implications for an adequate process of inclusion and autonomous development of studies.
- Agents involved in the inclusion process. The organization and management of the school from an inclusive perspective, as well as the role of the teacher as an active agent of educational social responsibility together with the participation of families and the community as key aspects in the process of educational inclusion.
- The education professional facing the difference in cognitive processes, types of learning and information processing as a tool to attend to the diversity of students in the classroom from an inclusive perspective.
- Foundations and principles of Universal Design for Learning and its practical application as a strategy to make inclusion effective in an educational environment. Diversity of students, diversity of learning, motivations and interests for a diversity of objectives, methodologies, strategies and evaluation. Resources and strategies to involve and motivate students, as well as to represent, understand, act and express information in a universal way.
Is this degree official according to the regulations required by the European Higher Education Area?
Yes, (final verification report is attached) the implementation of the degree will be done progressively, starting the first year in the academic year 2020-21.
Final verification report turned out FAVORABLE
What is the minimum number of credits for which I can enroll?
You can see it in the rules of permanence in this link
Recommended income profile
It is recommended that, apart from coming from the Bachelor's degrees in Education as an access profile, students have a level of English equivalent to B1 (according to the European Framework of Languages) even if the degree is taught entirely in Spanish.
The specific qualifications that will facilitate access to the Master are the following:
Graduated in primary education, in any of its mentions, Graduated in Pedagogy, Graduated in Psychopedagogy, Master's Degree in Teacher Training for Secondary Education, Baccalaureate, FP and Languages (specialty educational orientation.
Objectives
The Master's Degree in Inclusive Education and Universal Design for Learning is framed as a multidisciplinary project that includes the branches of knowledge necessary for an effective performance of professional skills in Inclusive Education and Universal Design for Learning.
During these studies they will develop skills, knowledge, attitudes, behaviors, experiences and values that will allow them to design educational processes based on equal opportunities from planning to application. Therefore, they will be able to use educational strategies to access the curriculum that favor a process of educational inclusion, as well as the use of educational intervention tools and strategies that attend to the diversity of the student body in an inclusive education model.
In this way, the objectives of the Master's Degree in Inclusive Education and Universal Design for Learning are the following:
- Develop the ability to design learning spaces with special attention to equity, equal opportunities, universal accessibility and social responsibility.
- Facilitate advanced knowledge related to inclusive education models and principles of universal design for learning and its methodology, which allow the foundation of work plans aimed at promoting and implementing a model of educational inclusion appropriate to the diversity of the environment.
- Promote the involvement and participation of all the agents involved in the process of creating an inclusive center: Center, teachers, students, families and community.
- Promote the idea that the diversity of people, their individuality, is the norm and not the exception.
- Share knowledge of the characteristics of the different types of student diversity, which allow adequate identification and detection in order to assess possible educational needs together with their implications for the autonomous development of studies.
- Identify the diversity of the student body, diversity of learning, motivations and interests for a diversity of objectives, methodologies, strategies and evaluation
- Promote research and development of educational actions based on inclusive models and on the principles of universal design for learning, in order to obtain evidence that allows us to improve teaching and learning processes in practice from an inclusive perspective.
Competences
BASIC SKILLS
Custom code |
Description |
CB06 |
Possess and understand knowledge that provides a foundation or opportunity to be original in the development and/or application of ideas, often in a research context |
CB07 |
That students know how to apply the knowledge acquired and their ability to solve problems in new or little-known environments within broader (or multidisciplinary) contexts related to their area of study |
CB08 |
That students are able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments. |
CB09 |
That students know how to communicate their conclusions and the knowledge and ultimate reasons that support them to specialized and non-specialized audiences in a clear and unambiguous way |
CB10 |
That students have the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous. |
GENERAL COMPETENCIES
- CG01 - Acquire advanced knowledge in attention to diversity, educational inclusion and universal design of learning and its work methodology.
- CG02 - Apply the knowledge acquired and the ability to solve problems in new or little-known environments within broader contexts (multidisciplinary) related to educational inclusion and universal design of learning.
- CG03 - Learn to learn understanding learning as a continuous process that allows them to face new situations and challenges in educational contexts that attend to the diversity and inclusion of students, assuming responsibility for their own professional development and specialization.
- CG04 - Know how to transmit specialized knowledge through a correct foundation through written texts related to Educational Inclusion and the Universal Design of Learning.
- CG05 - Plan and carry out research and development projects in the field of inclusive education and the universal design of learning.
- CG06 - Ability to make decisions in complex contexts and in difficult situations, based on the needs of the students, of the educational community, knowing how to generate an environment that favors the cooperation of the students and the educational organization in general.
- CG07 - Ability to design learning spaces with special attention to equity, equal opportunities, universal accessibility and social responsibility.
TRANSVERSAL COMPETENCES
- CT01 - Manage and plan time both in carrying out work related to inclusive education and universal design for learning, and in the oral presentation of these.
- CT02 - Correctly use the technical means both to carry out written work related to inclusive education and universal design for learning, as well as their oral presentation.
- CT03 - Express themselves correctly both in the use of verbal and non-verbal language in the performance and presentation of their work.
- CT04 - Accept constructive criticism after sharing or exhibiting their work in public, as well as responding appropriately to specialists in the main areas related to inclusive education and universal design for learning
- CT05 - Assess the importance of oral presentations of works related to inclusive education and universal design for learning, taking into account the use of verbal and non-verbal language (intonation, rhythm, language articulation, movement, use of space , eye contact, personal introduction)
SPECIFIC COMPETENCES
- CE21 - Analyze the works or research studies related to educational inclusion and design for all, assessing their limitations, as well as the relevance of opening towards new lines of research.
- CE01 - Acquire advanced knowledge related to the principles and different models of inclusive education, which allow the foundation of work plans aimed at promoting and implementing a model of educational inclusion appropriate to the diversity of the environment.
- CE02 - Acquire advanced knowledge in the identification of the characteristics of the different types of diversity, which allow an adequate identification and detection to be able to assess the possible educational needs together with the implications of these for the autonomous development of the studies
- CE03 - Know in depth the strategic implementation processes of the inclusive model in the organization and management of the school as a diversity management tool.
- CE04 - Acquire advanced knowledge in educational social responsibility that allows understanding the objectives of sustainable development and its impact on access to inclusive and equitable education (CE04)
- CE05 - Being able to select and assess in a well-founded manner the appropriate resources to promote family participation and the involvement of the community in the process of creating an inclusive center.
- CE06 - Acquire specialized knowledge autonomously through the analysis of the main documentary sources and lines of research related to inclusive education and the universal design of learning.
- CE07 - Select the appropriate and rigorous methodology of a research work that addresses the main areas of educational inclusion, accessibility and design for all, assuming the need to comply with an ethical commitment in work and research.
- CE08 - Understand the variety of cognitive processes, types of learning and information processing involved in learning as a starting point for understanding educational inclusion and the need to apply educational strategies based on the universal design of learning
- CE09 - Acquire advanced knowledge on the fundamentals of the Universal Design of Learning and its application as a strategy for educational inclusion.
- CE10 - Be able to select the precise methodology and strategy to design activities that provide multiple forms of involvement and motivation of students in an inclusive educational environment.
- CE11 - Acquire advanced knowledge on the principle of the Universal Design of learning to provide multiple forms of representation to students.
- CE12 - Be able to select the precise methodology and strategy to design activities that provide multiple forms of information representation in an inclusive educational environment.
- CE13 - Be able to transmit in a clear and well-founded way to a specialized audience or not, advanced knowledge on inclusive education, which allows reflection on the need to apply the universal design of learning as an educational strategy to make attention to diversity effective in an inclusive educational environment.
- CE14 - Acquire advanced knowledge on the principle of the Universal Design of learning to provide multiple forms of action and expression for students.
- CE15 - Be able to select the precise methodology and strategy to design activities that provide multiple forms of action and expression for students in an inclusive educational environment.
- CE16 - Acquire professional experience in areas related to attention to educational diversity and inclusion and equal opportunities in education.
- CE17 - Exercise in the use of educational strategies based on access to the curriculum in equal opportunities that favor the educational inclusion of students.
- CE18 - Train in the development of communication skills necessary to foster a work environment that facilitates learning and coexistence, and that allow correct advice to students, families and the community, promoting participation.
- CE19 - Acquire experience, in collaboration with classroom teachers, in the use of educational intervention tools that attend to the diversity of students in an inclusive model of education
- CE20 - Draw conclusions from a critical and objective perspective on the results of the work, reports or projects carried out related to educational inclusion and design for all.
Admission and enrollment
Admission:
The requirements for access to the proposed title are according to article 18, of Royal Decree 822/2021, of September 28:
- Possession of an official Spanish Graduate or Graduate university degree or equivalent is a condition for accessing a Master's Degree, or, where appropriate, having another University Master's degree, or titles of the same level as the Spanish Bachelor's or Master's degree issued by universities and higher education institutions in an EHEA country that in that country allow access to Master's degrees.
- In the same way, people in possession of titles from educational systems that are not part of the EHEA, which are equivalent to a Bachelor's degree, will be able to access a Master's Degree in the Spanish university system, without the need for homologation of the title, but verification by of the university of the level of training that they imply, as long as in the country where said title was issued it allows access to university postgraduate level studies. In no case will access through this route imply the homologation of the previous degree held by the person concerned or its recognition for other purposes than that of carrying out the Master's degree.
Recommended requirements:
It is recommended that, apart from coming from the Bachelor's degrees in Education as an access profile, students have a level of English equivalent to B1 (according to the European Framework of Languages) even if the degree is taught entirely in Spanish.
The specific qualifications that will facilitate access to the Master are the following:
Graduated in primary education, in any of its mentions, Graduated in Pedagogy, Graduated in Psychopedagogy, Master's Degree in Teacher Training for Secondary Education, Baccalaureate, FP and Languages (specialty educational orientation.
Selection of applicants:
If there are more candidates than available places, the weighting assigned to the evaluation of candidates will be as follows:
- Curriculum vitae, valued out of 10 points (representing 50% of the weight in the final grade)
- Professional situation in relation to educational inclusion and the universal design of learning and the need for training out of 10 points (representing 30% of the weight in the final grade)
- Motivation and interest in the field of knowledge, graded out of 10 points (representing 20% of the weight in the final grade)
As an admission criterion, and in the event that the demand exceeds the number of places for access to the Master's Degree, the average grade of the academic record will be taken into account. Specifically, those students with the best records in the degrees that give access to the Master will be chosen.
The personal interview with the interested party may be considered as a selection system for access to the Master's degree. said interview
It can be done in person or online. In this context, the characteristics of students with specific educational needs derived from disability, services will be taken into account.
Offer of places: 40 seats. If the minimum number of students envisaged is not reached in a course, the University may choose not to open the teaching group.
Training itinerary
Master's Teaching Guides
ACCESS TO ALL UNIVERSITY TEACHING GUIDES
Training Itinerary
Evaluation Systems
Students will have to attend the University in person to take the final exams of the subjects and defend the Master's Thesis.
External Internships
The External Practices subject is a curricular subject whose main objective is to promote a comprehensive training of the student through the practical application of the knowledge acquired during the master's degree, which facilitates direct contact with the professional activity and the opportunity to join the professional world with a minimum of experience. All practices are designed so that the students who participate in them acquire professional experience in real situations and conditions, applying the knowledge, skills and attitudes that are acquired in the training processes throughout the degree. The internships represent a decisive opportunity for the personal development and professional future of the students.
Internships are activities carried out by the student in companies, institutions and organizations; that is, in centers outside the university premises, which aim to enrich and complement your university education, while providing you with a deeper knowledge about the skills you will need once you have graduated.
The External Practices subject will consist of two phases:
- Completion of the internship period that offers professional experience related to any of the graduate profiles that are expressed in the Verification Report of the degree.
- Elaboration of the memory
Documentation:
Degree Training Project
Work and professional experience can be recognized for the practicum subject as long as it is related to the skills inherent to the corresponding University Master's degree. The maximum number of credits that can be recognized from work and professional experience may not exceed, as a whole, 15 percent of the total credits that make up the study plan of the Master's Degree. The recognition of these credits/subjects will not include a grade, so they will not be computed for the purpose of grading the file. The rating will be RC.
The professional experience that may be recognized will be that related to that of the professional profiles in the field of education that give access to the master's degree and that demonstrate professional experience of at least 1 year for every 6 ECTS.
Said recognition may be made by understanding that in the performance of their professional work they will have acquired the skills and competencies that are expected to be achieved in the practicum subject. Being these CE16, CE17, CE18, CE19, to guarantee that the profile of the graduate is the same, whether he attends the practicum subject or if it is recognized by work experience.
In this way, during your professional performance, you will have gained experience in:
- The use of educational strategies to access the curriculum that favor educational inclusion and equal opportunities.
- Use of educational intervention tools that attend to the diversity of students in an inclusive educational model.
- Advice to students, families and/or community.
This experience may have been acquired in the field of primary education, in any of its specialties, in secondary and/or higher education, related to attention to diversity and inclusion in educational centers, educational resource centers and/or centers or reference institutions in attention to diversity and educational inclusion. This experience may be recognized after justifying said experience through official documents that support it (contracts, working life, public appointments, etc.) together with the endorsement of the entity or entities in which this professional experience was acquired.
PRACTICE
The Practicum is the subject through which it is possible to apply and develop in a real context all the skills acquired in the set of subjects that make up the Master's Degree in Inclusive Education and Universal Design for Learning.
To achieve this end, the student will be able to carry out internships in different institutions, organizations and associations, both public and private, in which they work specifically towards achieving inclusive education.
Students will take this subject in person at educational centers and/or third-sector associations that work in a specialized manner in terms of educational inclusion.
The Practicum subject is structured in 6 ECTS with a duration of 100 face-to-face hours.
On the other hand, for the correct development and follow-up of the "Practicum" subject, there is the figure of the academic tutor in the internship center, academic tutor of the university and internship coordination.
The evaluation of the practicum subject will be shared by the internship center tutor, who will assess the face-to-face internship process, and by the university tutor, who will assess the internship report. The grade will be the weighted average of both grades, with a percentage of 70 for the assessment of face-to-face practices and a percentage of 30 for the practice report.
Social Security contributions for interns starting January 1, 2024
Mobility programs
University Master's degrees, due to their duration and characteristics, in general do not specifically contemplate the mobility of their students. However, the Rey Juan Carlos University has different mobility programs for both students and University workers (PDI and PAS) and has procedures for collecting and analyzing information on these mobility programs.
Regulation
- Academic Calendar
- Regulations governing the university master's degrees of the Rey Juan Carlos University
- Regulations for enrollment and permanence in university master's degrees at the URJC || Explanatory notes
- Academic exemption (Regulations for the Evaluation of Learning Outcomes - Title IX)
- Public prices for university master's degrees
- Exemption from the prices of official master's and doctoral studies for the sons and daughters under 25 years of age of victims of gender violence
- External Internships
- University Master's Thesis
- Review and claim of the evaluation (Regulations for the Evaluation of Learning Outcomes - Title VII)
- Acknowledgments / Adaptations of university master's degrees
- Simultaneity of URJC university master's degree studies
- Regulations of the School of Official Masters
- Addendum to the protocol for adapting teaching at the School of Official Master's Degrees
- Royal Decree 1125/2003, of September 5, which establishes the European credit system and the qualification system in official university degrees valid throughout the national territory
STUDENTS
TEACHING COORDINATION
COEXISTENCE REGIME
SCHOOL INSURANCE
ASSOCIATIONS
EVALUATION
- Regulation on the Assessment of Learning Outcomes (in force from 1 September 2024)
- Early call (Regulations on the Assessment of Learning Outcomes - Article 19)
- Article 6.1.2. The favorable resolution of the request for total cancellation of registration does not necessarily imply the refund of the amount paid by the student. To do this, the requirements established in the Article 10.3 of the present regulations.
- Article 11.3. The extension of the period of permanence will be requested through the procedure established for this purpose by the Rey Juan Carlos University in the electronic office, within the established period. The Rector may authorize the continuation of studies in those cases in which exceptional causes, duly documented, have affected the academic performance of the students., valid for that academic year (up to a maximum of one year).
- Article 11.4. In accordance with what is established by the Article 4 of these regulations, those students whose request to remain is resolved favorably will have to enroll in all the remaining subjects to complete their studies.
- Article 11.5. For subjects with an indefinite call, once the extension of the permanence period is granted, the fees corresponding to the second and successive registrations will be paid according to the corresponding Public Price Decree as long as they have been previously enrolled in that subject.
- Article 12.4. Once this is granted, the student must enroll in accordance with the provisions of the Article 4 of the present regulations.
- Article 12.5. For subjects with an indefinite call, once continuity in the University Master's studies is granted, the fees corresponding to the second and successive registrations will be paid according to the corresponding Public Price Decree as long as they have been previously enrolled in that subject.
Quality guarantee
External monitoring report
General information collection plan
Within the quality assurance system of the Rey Juan Carlos University, the following surveys are planned:
- Student profile
- Teacher evaluation
- Degree of satisfaction:
- Of the students
- of the graduates
- From the Faculty
- Administration and Services Staff
- Labor insertion
- External internships:
- Satisfaction of interns
- External tutor satisfaction
- Employer satisfaction
Survey results:
Improvement actions
The Quality Assurance System of the Rey Juan Carlos University establishes that the degree's Quality Assurance Commission will annually analyze the information derived from the degree's indicators and prepare a report that will include improvement plans if the results so indicate.
Renewal of accreditation
The renewal of the accreditation represents the culmination of the implementation process of the official Bachelor's and Master's degrees registered in the Register of Universities, Centers and Degrees (RUCT). The renewal of the accreditation of official bachelor's and master's degrees is organized in three phases: self-assessment report, external visit and final assessment.
In the first phase, the university describes and assesses the status of the degree with respect to the established criteria and guidelines. The result is the Self-Assessment Report (IA) that is presented. The second and third phases are carried out by a group of evaluators external to the evaluated title.”