C1. Analyse the socio-historical transformation towards inclusive schools of the education system.



C2. Elaborate educational answers that adjust to different rhythms and learning capacities. Collaborate with professional specialists to respond to diverse educational needs.



C3. From the common curriculum, take the responsibility of responding to all the educational needs that arise in class, collaborating with the professional support in and out of school.

TOPIC 1.- The school before diversity. Evolution of concepts and schooling practices. The inclusive school.



TOPIC 2.- Legal framework to respond to educational needs. Support services and professionals.



TOPIC 3.- The answer to educational needs. Ordinary and extraordinary actions and gradation. The curriculum as educational setting: school educational project; class planning; educational support; …



TOPIC 4.- School organization and structure to answer to diversity nowadays. Different ways of answering to inclusion.



TOPIC 5.- Analyse the barriers that hinder learning and participation of several groups and students in the school (for example, factors that jeopardize school living together or coexistence), and design inclusive proposals to answer to those issues.

Individual and team work.



Cooperative learning.



Guided and autonomous work.



Problem-based learning, project-based learning, case studies…



Lectures.

For those students who follow on-going evaluation:



- Team work, 40%.



- Individual work, 40%.



- K4 interdisciplinary work. Diversity in the school. 20%



For those students who do not follow on-going evaluation:



- Individual final exam: 80%.



- K4 interdisciplinary exam. 20%.



The successfully completion of the subject requires that EVERY PART of the evaluation system must be passed. In case OF FAILURE, successful qualifications in the other parts of the evaluation system will only be taken into consideration in the first academic year, but not in the following years.



It must be underlined that under the "Normativa Reguladora de la Evaluación del Alumnado en las Titulaciones Oficiales de Grado", in order to be qualified, students are evaluated under a continuous or mixed evaluation system. If any student wishes to be evaluated BY A FINAL EXAM ONLY, SHE OR HE MUST MAKE A WRITTEN REQUEST TO THE LECTURER BEFORE THE END OF MARCH.

Booth, T. and Ainscow, M. (2011). Index for Inclusion: developing learning and participation in schools; (3rd edition). Bristol: Centre for Studies in Inclusive Education (CSIE).
IBE-UNESCO. (2016). Reaching out all learners: a Resource Pack for Supporting Inclusive Eduation. Geneva: IBE-UNESCO. Retrieved from http://www.ibe.unesco.org/sites/default/files/resources/ibe-crp-inclusiveeducation-2016_eng.pdf
López-Vélez, A.L. (2018). La escuela inclusiva. El derecho de la equidad y la excelencia educativa. Bilbao: Universidad del País Vasco/Euskal Herriko Unibertsitatea, Argitalpen Zerbitzua/Servicio Editorial.

LEGISLATION
España (2014). Real Decreto 126/2014, de 28 de febrero, por el que establece el currículo básico de la Educación Primaria (pp. 19358 - 19359)
Euskal Autonomia Erkidegoa (2001). 15/2001 Dekretua, otsailaren 6koa, Prestakuntzan eta Hezkuntzaren Berrikuntzan Laguntzeko Zentroak (Berritzeguneak) sortzen dituena, Hezkuntzarako Laguntza Zerbitzu gisa (or. 2836-2839).
Eusko Jaurlaritza (2014). Heziberri 2020. Hezkuntza eredu pedagogikoaren esparrua. Vitoria-Gasteiz: Hezkuntza, Hizkuntza Politika eta Kultura Saila.(or. 45-48).
Euskal Autonomia Erkidegoa (2016). 236/2015 Dekretua, abenduaren 22koa, Oinarrizko Hezkuntzaren curriculuma zehaztu eta Euskal Autonomia Erkidegoan ezartzen duena (or. 31-32)

Oinarrizko bibliografia

Darretxe, L. (2013). Hezkuntza Inklusiboa eta Aniztasunari Arreta (pp. 12-34). Bilbo: UPV/EHU.

Stainback S. y Stainback, W. (1999). Aulas Inclusivas. Madrid: Narcea.

UN. (2006). Convention on the Rights of Persons with Disabilities (CRPD). New York: UN. Retrieved from https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html

UNESCO (1993). Las Necesidades Especiales en el Aula: Conjunto de Materiales para la Formación de Profesores. París: UNESCO.

UNESCO (2004). Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments. Bangkok: UNESCO Asia and Pacific Regional Bureau for Education. Retrieved from: http://unesdoc.unesco.org/images/0013/001375/137522e.pdf.

UNESCO. (2015). Incheon Declaration. Education 2030. ED2015/WS/18. Retrieved from http://unesdoc.unesco.org/images/0023/002338/233813M.pdf

UNESCO and Ministry of Education and Science of Spain (1994). The Salamanca Statement and Framework for Action of Special Needs Education. Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0009/000984/098427eo.pdf