Master's Degree in Inclusive Education and Universal Design for Learning

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

Favorable report first modification

Is it necessary to pass an access test?

It is not necessary.

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

The specific qualifications that will allow access to the Master's degree are the following:

“Graduate in Primary Education”, in any of its forms, “Graduate in Pedagogy”, “Graduate in Psychopedagogy”, “University Master's Degree in Teacher Training for Secondary Education, Baccalaureate, Vocational Training and Languages”.

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.

Learning Outcomes

Knowledge

CON01. Acquire advanced knowledge related to the principles and different models of inclusive education, which will serve as the basis for work plans aimed at promoting and implementing an inclusive educational model appropriate to the diversity of the environment.

CON02. Acquire advanced knowledge in identifying the characteristics of different types of diversity, enabling adequate identification and detection in order to assess potential educational needs along with their implications for the independent development of studies.

CON03. Gain an in-depth understanding of the strategic implementation processes of the inclusive model in school organization and management as a diversity management tool.

CON04. Acquire advanced knowledge in educational social responsibility in order to understand the sustainable development goals and their impact on access to inclusive and equitable education.

CON05. Acquire specialized knowledge to manage key documentary sources and lines of research related to inclusive education and Universal Design for Learning.

CON06. Understand advanced content on Universal Design for Learning and its application as an inclusive education strategy, providing students with multiple forms of representation, action, and expression.

CON07. Understand the skills, work tools, and attitudes necessary to enhance the comprehensive development of teachers' professional competencies in areas related to addressing diversity and inclusion in education, as well as equal opportunities in education.

CON08. 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 implement educational strategies based on Universal Design for Learning.

Skills

HAB01. Apply acquired knowledge and problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of study.

HAB02. Integrate knowledge and address the complexity of making judgments based on information that, while incomplete or limited, includes reflections on the social and ethical responsibilities associated with the application of their knowledge and judgments.

HAB03. Transmit specialized knowledge, clearly and unambiguously, through well-founded written texts related to Educational Inclusion and Universal Design for Learning.

HAB04. Make decisions in complex contexts and challenging situations, based on the needs of students and the educational community, knowing how to create an environment that fosters cooperation among students and the educational organization in general.

HAB05. Select and assess appropriate resources to promote family participation and community involvement in the process of creating an inclusive center.

HAB06. Select the appropriate and rigorous methodology for a research project that addresses the core areas of educational inclusion, accessibility, and design for all, while assuming the need to fulfill an ethical commitment in the work and research.

HAB07. Correctly use technical resources for both written work related to inclusive education and universal design for learning, as well as for oral presentation.

HAB08. Select the precise methodology and strategy to design activities that provide multiple forms of student engagement and motivation in an inclusive educational environment.

HAB09. Choose the precise methodology and strategy to design activities that provide multiple ways of representing information in an inclusive educational environment.

HAB10. Select the precise methodology and strategy to design activities that provide multiple forms of student action and expression in an inclusive educational environment.

HAB11. Use educational strategies based on equal access to the curriculum and the development of communication skills necessary to foster a work environment that facilitates learning and coexistence, and that allows for appropriate counseling for students, families, and the community, encouraging participation.

HAB12. Conduct research projects or studies related to educational inclusion and design for all, from a critical and objective perspective, assessing their limitations and the relevance of opening up new lines of research.

HAB13. Express themselves appropriately, both verbally and nonverbally, in the creation and presentation of their work, accepting constructive criticism after sharing or presenting their work in public, and responding appropriately to specialists in the main areas related to inclusive education and universal design for learning.

HAB14. Assess the importance of oral presentations of work related to inclusive education and universal design for learning, taking into account the use of verbal and nonverbal language (intonation, rhythm, articulation of language, movement, use of space, eye contact, personal presentation).

Competences

COM01. Learning to learn, understanding learning as a continuous process that enables them to face new situations and challenges in educational contexts that address student diversity and inclusion, assuming responsibility for their own professional development and specialization.

COM02. Propose and implement research and development projects in the field of inclusive education and Universal Design for Learning.

COM03. Design learning spaces with special attention to equity, equal opportunity, universal accessibility, and social responsibility.

COM04. Manage and plan time both when completing and presenting work related to inclusive education and universal design for learning.

COM05. Identify the main problems and challenges facing our society in order to use sustainable, innovative, and participatory methodologies and/or technologies to improve people's lives, making responsible use of resources and knowing how to determine the impact that different projects have on the economy, society, and the environment. assimilating the complexity of sustainability from a critical, systemic, and interdisciplinary perspective, in order to understand how professional activity interacts with society and the environment, both locally and globally, and to identify potential challenges, risks, and impacts.

COM06. Promote acceptance and sensitivity toward diversity in all its dimensions, fostering an attitude of respect toward individual differences.

COM07. Promote critical thinking and the proposal of inclusive solutions that advance equity and accessibility for all.

Admission and enrollment

General access regulations and procedures

Information on access and admission of students to master's studies is available at: https://www.urjc.es/estudiar-en-la-urjc/admision/274-master

The regulations are also published in: https://www.urjc.es/estudiar-en-la-urjc/admision/274-master#normativa-de-masteres-universitarios

Criteria and procedure for admission to the degree

The general requirements for access to University Master's Degrees are, according to article 18 of Royal Decree 822/2021, of September 28, which establishes the organization of university education and the procedure for ensuring its quality, the following:

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.
Universities will guarantee transparent and accessible information on admission procedures, and must have student orientation systems. Likewise, they will ensure that said information and admission procedures take into account students with disabilities or with specific needs, and will have appropriate support and advice services.
Universities may exceptionally establish, based on specific regulations approved by their governing bodies, conditional enrollment procedures for access to a University Master's Degree. This will consist of allowing a Bachelor's degree student who has yet to pass the TFG and a maximum of up to 9 ECTS credits, to be able to access and enroll in a University Master's Degree, although in no case will they be able to obtain the Master's degree if they have not previously has obtained the Bachelor's degree. Universities will guarantee priority in the enrollment of students who have the official university degree of Graduate or Graduate. In this procedure, credits pending recognition or transfer in the Bachelor's degree may be taken into account, or the requirement to exceed a certain level of knowledge of a foreign language to obtain the degree.
Universities or centers will regulate admission to Master's Degree courses, establishing specific requirements and, if necessary, training complements, whose credit load may not exceed the equivalent of 20 percent of the credit load of the degree. The training complement credits will have the same consideration as the rest of the credits in the University Master's degree curriculum.
Universities will reserve at least 5 percent of the places offered in official university Master's degrees for students who have a recognized degree of disability equal to or greater than 33 percent, as well as for students with permanent educational support needs. associated with personal circumstances of disability, who in their previous studies have required resources and support for their full educational inclusion.

ADMISSION

The Rey Juan Carlos University does not have specific admission regulations, but is governed by article 18 of Royal Decree 822/2021, of September 28. Each degree has its own general access criteria and special access tests.

Admission to the University Master's Degrees will be carried out through a selection process; In some cases, this process may involve a selection test. The Master's Management will inform interested parties what the selection test will consist of, as well as the exact date and place of completion through this application and by means of a notice via email.

GENERAL ACCESS CRITERIA:

It is recommended that, in addition to meeting the general requirements for access to Master's Degrees, according to article 18 of Royal Decree 822/2021, of September 28, 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.

Students whose language is not Spanish and wish to take a Master's Degree taught in Spanish will need to provide documentary evidence of their level of Spanish, both spoken and written, and must therefore provide, along with all the documentation required for admission, a Spanish Language Certificate B2 – DELE Intermediate or equivalent.

The specific qualifications that will allow access to the Master's degree are the following:

“Graduate in Primary Education”, in any of its forms, “Graduate in Pedagogy”, “Graduate in Psychopedagogy”, “University Master's Degree in Teacher Training for Secondary Education, Baccalaureate, Vocational Training and Languages”.

SPECIAL ACCESS CONDITIONS OR TESTS:

There is no special entrance exam.

However, in addition to the documentation requested by the School of Official Master's Degrees, the specific documentation that the student must submit to assess the application for access to the master's degree will be the following:

Curriculum vitae containing academic information and professional experience.
Cover letter stating the motivation for studying the master's degree.

In the event that there are more candidates than available places, the following criteria will be followed to assess access applications:

Academic record in the access degree (up to 70 points).
Professional experience in the master's field of knowledge (up to 20 points)
Motivation to pursue the master's degree (up to 5 points)
Other merits (complementary training courses and qualifications related to the master's area of knowledge) (up to 5 points).

The procedure for reviewing the documentation will be as follows:

The School of Official Master's Degrees will be in charge of the administrative review of the general documentation required to access the master's degree. The documentation it reviews is mandatory for access to master's degree studies, in accordance with RD 822/2021, of September 28.
The Master's Management will be responsible for reviewing the specific documentation required for access to the Master's.

Once the pre-registration period has concluded, applications will be evaluated and graded to draw up the list of those admitted to the master's degree, according to the criteria specified above.

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.

See admission and enrollment

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.

Material resources

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 105 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.

URJC Mobility

Regulation

STUDENTS

TEACHING COORDINATION

Regulations for Teaching Coordination Positions

COEXISTENCE REGIME

Coexistence Regulations of the Rey Juan Carlos University for the Development of Law 3/2022, of February 24, on University Coexistence, approved by Agreement of March 30, 2023, of the Governing Council of the University

SCHOOL INSURANCE

School Insurance

ASSOCIATIONS

Regulation student associations

EVALUATION

Quality guarantee

RUCT link

BOCM Link

Internal quality assurance system

Manual of the Internal Quality Assurance System

Composition of the commission

Composition of the Commission

Results report

Once the monitoring of the Master's Degree has been carried out, the most relevant quantitative information on the results obtained in the monitoring of said Degree is displayed, differentiated by academic year.

Report by course:

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
Technical, Management, 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.”

Self-assessment report 2026
Open Hearing Form

Professors and Researchers

2030 Agenda

Strategic plan

Admission

student office