Master's Degree in Inclusive Education
- New student profile and admission criteria
- Academic and professional goals
- Structure of the study programme
- Final Exam
- Evaluation criteria and exams
- Study programme leadership
In accordance with Royal Decree 1393/2007, which establishes regulations for official university study programmes, all people who have an official Spanish undergraduate degree or a degree issued by an institution of higher education within the European Higher Education Area that allows the holder to access Master's level study programmes in that country, are able to access this Master's degree programme. People who have studied in education systems outside of the European Higher Education Area can also access this programme, without having to validate their degrees, as long as the university verifies that the degree accredits the holder as having a level of education equivalent to some corresponding Spanish degree and it allows the holder to access postgraduate level studies in the country in which it was issued.
In order to be admitted into this Master's programme, applicants must meet the requirements established by each participating university. Among these requirements, one may require previous education in some specific discipline, depending on the applicant's previous experience.
Degrees considered most apt for enrolment in the Master's degree programme in inclusive education are as follows:
- From among current official degrees:
- Licentiate in pedagogy, licentiate in psycho-pedagogy, licentiate in psychology, other licentiates or engineers related to teaching in specific knowledge areas that allow holders to give classes at the secondary level in Catalan and Spanish language and literature, English language, mathematics, social studies (history and geography), experimental sciences (physics and chemistry), technology, physical education, arts, or music.
- Associate degree in teaching (with different current specializations: early childhood, primary, special education, music, physical education, hearing and language, foreign language), associate degree in social education, or associate degree in social work.
- From among degrees adapted to the European Higher Education Area:
- Bachelor's degrees in pedagogy, psychology, primary education, early childhood education, social education, social work, and other bachelor's degrees from different knowledge areas that allow holders to give classes at the secondary level before or after taking the Master's degree programme in teacher training.
Among those who have obtained one of the aforementioned degrees, priority will be given to applicants with work experience in the field of education (either in formal or informal education), and from among them, priority will be given to those who have taken the now defunct CAP (Certificato de Aptitud Pedagógica) or the Master's degree programme in teacher training with any speciality.
The objectives in this section correspond to the second cycle "Dublin descriptors" which summarize the competences that students must have in order to be awarded a degree that indicates that they have completed the second cycle of higher education).
Upon finishing this Master's programme, students should be able to:
- Demonstrate a level of knowledge and understanding of the ideas related to education, from an inclusive perspective, in such a way that they can apply this knowledge in both professional and research-related contexts (modules 1, 2, 3, 4, 5, 6 and 7);
- Apply their knowledge and abilities to group work in order to solve problems in new environments and in broad or multidisciplinary contexts related to the field of inclusive education, both in formal situations (schools) and informal ones (social) (modules 2, 3, 4, 5, 6 and 7);
- Integrate knowledge and deal with its complexity, as well as make judgements about inclusive education that include reflections on the social and ethical responsibilities associated with the application of this knowledge, respecting at all times and applying in professional practice fundamental rights, the equality of men and women, human rights, principles of universal accessibility for disabled people, the values inherent to a culture of peace, and democratic values (module 6);
- Clearly and unambiguously communicate findings and knowledge about inclusive education as well as the conceptual framework on which they are based to specialized audiences and the general public. (Module 7); and
- Have developed learning abilities that allow them to continue their studies (doctoral, where appropriate) in a way that is largely independent or autonomous (modules 1, 2, 3, 4, 5, 6 and 7).
In some subjects, students may focus their attention on aspects of research or educational innovation of professional orientation in relation to inclusive education, depending on their interest. It deals with the subjects of Module 2: Research refresher, Module 6: External internships and Module 7: Master's Thesis.
The objectives in this section correspond to the first two of the third cycle "Dublin descriptors" (which summarize the competences that students should have in order to be awarded a degree that indicates that they fulfil the requirements of the third cycle of higher education). Regarding other third cycle descriptors, obviously students should be able to demonstrate their full attainment of related competences upon completing the third cycle, i.e., after completing doctoral studies.
- Upon finishing this Master's programme, graduates, in addition to the aforementioned general objectives, should be able to:
- Demonstrate their comprehensive understanding of the field of study on inclusive education and their control of the aptitude and research methods associated with this field of study that show that they are prepared to begin a doctoral dissertation (modules 1 and 2); and
- Design, implement, and adapt important research processes on some problem or issue related to inclusive education in such a way that demonstrates their ability to undertake a doctoral dissertation (module 6 and 7).
If the 60 credits are passed, the degree awarded is an official master's degree.
The master's degree in inclusive education is organized into 7 modules:
- Module 1: Inclusive Education: Principles and Foundations (9 ECTS credits)
- Module 2: Research Refresher (15 ECTS credits - 6 mandatory credits and 9 optional credits)
- Module 3: School organization from an inclusive perspective (9 ECTS credits)
- Module 4: Planning and organizing educational interventions with students who are children of immigrants and with students who have some disability, from an inclusive perspective (9ECTS credits)
- Module 5: Socio-educational care for persons at risk of exclusion throughout the life cycle (9 ECTS credits)
- Module 6: Internships (6 ECTS credits)
- Module 7: Master's thesis (9 ECTS credits)
Modules 1 to 5 are made up of three 3-ECTS-credit subjects each. They are all mandatory, except for module 2, in which there are two mandatory subjects and 3 optional subjects from which students must choose one.
Module 6 (internships) is worth 6 credits and module 7 (the master's thesis) is worth 9 credits. Both must be completed to be awarded the degree.
The languages used to give classes in the various modules are the two official languages in the autonomous community: Catalan and Spanish. However, some activities will occasionally be carried out by a visiting professor, thanks to the contacts that research groups maintain with similar groups from other European universities. Thus, during the programme, English or Italian may also be employed.
The first three modules are taught during the first semester, and the four remaining modules are taught during the second semester. Depending on the characteristics of the centre and the needs of the master's student, internships may be started during the first or last quarters or carried out over the school term along with the master's programme. Similarly, the master's thesis can be completed and presented before the defence panel during the academic year following the year in which the modules were taken.
Focus of the programme
In some courses, students can, depending on their interests, focus on research or more professionally-driven educational innovations with respect to inclusive education. Specifically, this refers to the subjects in Module 2: Research Refresher, Module 6: Internships, and Module 7: Master's thesis.
Organization of classroom activities
This master's programme is a blended learning programme that utilizes online support. Due to the nature of the programme, 33.3% of the credits come from subjects involving student-professor contact, and 66.6% of credits come from individual work.
That students possess the learning abilities that allow them to continue their studies in a way that is largely autonomous and self-directed.
To have and understand the knowledge that provides an opportunity or a base from which to be original in the creation and/or application of ideas, often in the context of research.
That students know how to apply the knowledge acquired and their ability to solve problems in new or relatively unknown environments within wider (or multidisciplinary) contexts related to their field of study.
That students are able to integrate knowledge and confront the complexity of making judgments based on incomplete or limited information, and which include reflections on the social and ethical responsibilities of applying their knowledge.
That students know how to clearly and unambiguously communicate their conclusions, knowledge, and underlying reasoning to specialized audiences and the general public.
Dominate basic information searching and gathering processes and carry out relevant inductive and deductive information analyses in the field of applied research in inclusive-educational contexts.
Lead people and transformation processes emphasizing diversity and the development of inclusive projects in educational institutions where graduates carry out their careers.
Acquire an international perspective of educational processes from which to reflect upon and analyze current policies designed to confront the challenges that arise from inclusion.
Act in a way that is motivated and reflects upon knowledge in all dimensions, demonstrating intellectual, cultural, and scientific curiosity and commits to professional rigor and quality.
Project an innovative entrepreneurial spirit in one's academic and professional career via being in touch with various practical realities and being motivated in one's career.
Interact in global and international contexts to identify needs and new realities that allow for knowledge to be transferred between current or emerging professional environments and be able to adapt and self-direct oneself in one's career and in research.
Demonstrate the abilities to work in complex multidisciplinary environments, in coordination with networked teams, whether in person or online, via the use of computers and ICT.
Practice active citizenship and take on individual responsibilities with a commitment to democratic values, sustainability, and universal design based on practices that involve learning, service, and social inclusion.
Become a main actor in one's own education in order to improve oneself personally and professionally and to acquire a comprehensive education that enables one to learn and live in a linguistically diverse context, with various social, cultural, and economic realities.
Critically consider theories, models, and interpretations of inclusive education, as well as understand the current state of international debates on this issue in various organizations (OCED, UNESCO, etc.).
Make arguments for an inclusive focus in education based on theoretical pedagogical, psychological, sociological, and ethical foundations.
Understand, structure, organize, and assess the educational supports needed to emphasize diversity among students in education centres, from an inclusive perspective.
Understand, structure, organize, and assess the various resources for emphasizing diversity from an inclusive perspective, considering the particularities of the various educational stages.
Understand, adapt, apply, and assess the various strategies and resources for facilitating access and participation for all students in common studies from an inclusive perspective.
Understand, organize, and assess the various supports and resources for emphasizing diversity derived from the various conditions and needs of persons throughout their lifecycles.
Understand the most recent advances in qualitative and quantitative research in the field of social sciences in general, and more specifically, in the most recent research on aspects related to inclusive education, both in formal (scholarly) and informal (social) contexts.
Design, develop, and assess a research or innovation plan related to inclusive education and improving care for persons with a disability or at risk of exclusion.
Suggest actions that can be taken to improve formal and informal educational practices based on individual or collaborative action-research that has been carried out.
In the Master's degree programme in inclusive education, the three subjects in each one of the modules will have separate one-time-only assessments. In subjects in which more than one professor is involved, the professors will assess students jointly.
Assessment of modules 1, 3, 4, and 5
The general and specific competences that the subjects in these modules aim to develop in the Master's students will be evaluated as follows:
- 50% of the final mark for each subject in modules 1, 3, 4, and 5 is determined by (1) participation in face-to-face classes and in guided work sessions, (2) completion of the activities in the individual work plan, and (2) the Learning Folder which will include all of the activities undertaken by the student in the guided work sessions and the individual work plan along with a final report that includes a personal reflection on the contents of the subject and the student's own learning process.
- The other 50% of the final mark for the subjects in these modules will be determined as follows:
- In modules 1 and 4, by the group work (maximum 4 students) that focuses on some topic related to the contents of module 1 or 4, respectively. This part will be assessed, in module 1, by the module coordinators at each university to whom students must turn in the work on the date specified on the Master's programme calendar; and in module 4 it will be assessed by the module coordinator, to whom students must turn in the work on the date specified on the Master's programme calendar. The group work from module 1 must be presented orally in each university on the date specified on the Master's programme calendar.
- In modules 3 and 5, by the work in pairs or group work, structured like a scholarly article that focuses on some topic related to the content of these modules. It will be assessed by the module coordinator to whom the work must be turned in, in writing, before the deadline listed on the Master's programme calendar.
Assessment of module 2
The general and specific competences that subjects 2.1 and 2.2 of this module aim to develop in Master's students will be evaluated in accordance with the following criteria:
- 50% of the final mark will be determined by (1) participation in face-to-face classes and guided work sessions and (2) completion of the activities in the individual work plan.
- The other 50% of the final mark will be determined by, for subject 2.1 (qualitative research), an individual piece of work involving the design of a qualitative study that could be related to the research that the student will carry out as his/her Master's thesis, and for subject 2.2 (quantitative research), by the individual completion of various statistical calculations (using SPSS or Excel) based on a case study provided by the professor.
Assessment of module 6 and 7 (External interships and Master's thesis)
The competences associated with the External interships will be evaluated on the following elements:
- A report from the university tutor (50%).
- An innovation or improvement project that the student will have to present and which must include an analysis (from an inclusive perspective) of the measures for emphasising diversity in the centre or institution where the practicum was carried out (50%).
The competences associated with the Master's thesis will be evaluated on the following elements:
- A report by the members of a jury on the written and oral presentation of the Master's thesis (60%).
- A report by the Master's programme professor that tutored the student through the process of creating the Master's thesis (40%).
These two reports must each have a mark of 5 out of 10 for the weighted average of the two to be calculated.
Oral defence of the Master's thesis
Students who have presented the required written documentation within the dates established by each university, according to their regulations, will be scheduled to publically defend their Master's thesis.