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

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

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

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

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.

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:    

• 2021/2022
• 2022/2023

General information collection plan

• Indicators 2021/22
• Indicators 2022/23

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.

• Improvement actions 2022/2023
• Improvement actions 2021/2022

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.”