This course is part of the subject Educational Processes and Contexts, has a basic training character, is taught in the first year of the Primary Education Degree and is given by teachers from the Didactics and School Organization Department of the Faculty of Education.
The subject tries to reflect the need for the school to offer coherent educational responses to the students who come to it, adopting flexible organizational approaches that encourage change and innovation in schools because of their own diversty From this perspective, the school organization and the response to the educational needs have to interact and their relationship is two-way On the one hand, the organization of the school creates a series of conditions that will favor or hinder the inclusion of students with specific educational support needs On the other hand, the inclusion process itself of this student body involves organisational changes in the centres Therefore, this course has as a fundamental objective the knowledge of the aspects, characteristics and organizational processes that decisively contribute to the improvement of education and the development of inclusive schools, so that the students acquire competences to understand, develop and actively participate in the school organization Another objective is to enable students to experience the different responses to diversity that, within a legislative and pragmatic framework, have taken place in recent education policies at the international, national and regional levels In this way, students will have access to accurate knowledge about the characteristics, measures and strategies of intervention, resources, etc, of students who, according to the terminology used in such legislation, have specific needs for educational support and/or educational compensation.
This course does not, of course, cover all of the content that primary school teachers will need in their professional work The aim is to work with content that allows for a sufficient initial approach to the context in which the professional will normally carry out his or her work For this reason, in addition to the schools themselves and the school system in which they carry out their function, it deals with essential aspects of their functioning, such as their structure, the relations between members, organizational processes (planning, assessment and management), school coexistence and, furthermore, it seeks to offer training in technical, methodological, participatory and personal skills that will allow students to acquire knowledge that will enable them, as future professionals, to carry out their teaching tasks within an inclusive education attentive to the diversity of students.
