Course syllabus
(5441) PSICOLOGÍA DE LA EDUCACIÓN

Academic term 2025/2026

Spanish course syllabus

  1. Identification

    1. About the course

      Academic Term
      2025/2026
      Degree
      GRADO EN EDUCACIÓN PRIMARIA
      PROGRAMA ACADÉMICO DE SIMULTANEIDAD DE DOBLE TITULACIÓN CON ITINERARIO ESPECÍFICO DE GRADO EN EDUCACIÓN PRIMARIA (MENCIÓN EN EDUCACIÓN FÍSICA) Y GRADO EN CIENCIAS DE LA ACTIVIDAD FÍSICA Y DEL DEPORTE
      PROGRAMA ACADÉMICO DE SIMULTANEIDAD DE DOBLE TITULACIÓN CON ITINERARIO ESPECÍFICO DE GRADO EN EDUCACIÓN INFANTIL Y GRADO EN EDUCACIÓN PRIMARIA ( MENCIÓN EN RECURSOS EDUCATIVOS PARA LA ESCUELA Y EL TIEMPO LIBRE)
      Course
      PSICOLOGÍA DE LA EDUCACIÓN
      Code
      5441
      Year
      PRIMERO
      PRIMERO
      SEGUNDO
      Course type
      FORMACIÓN BÁSICA
      Number of groups
      6
      ECTS
      6.0
      Estimation of workload
      150.0
      150.0
      150.0
      Timeline
      2º Cuatrimestre
      1º Cuatrimestre
      2º Cuatrimestre
      Languages
      English
      Spanish
      Academic Term 2025/2026
      Degree

      GRADO EN EDUCACIÓN PRIMARIA,

      PROGRAMA ACADÉMICO DE SIMULTANEIDAD DE DOBLE TITULACIÓN CON ITINERARIO ESPECÍFICO DE GRADO EN EDUCACIÓN PRIMARIA (MENCIÓN EN EDUCACIÓN FÍSICA) Y GRADO EN CIENCIAS DE LA ACTIVIDAD FÍSICA Y DEL DEPORTE,

      PROGRAMA ACADÉMICO DE SIMULTANEIDAD DE DOBLE TITULACIÓN CON ITINERARIO ESPECÍFICO DE GRADO EN EDUCACIÓN INFANTIL Y GRADO EN EDUCACIÓN PRIMARIA ( MENCIÓN EN RECURSOS EDUCATIVOS PARA LA ESCUELA Y EL TIEMPO LIBRE)
      Course PSICOLOGÍA DE LA EDUCACIÓN
      Code 5441
      Year PRIMERO PRIMERO SEGUNDO
      Course type FORMACIÓN BÁSICA
      Number of groups 6
      ECTS 6.0
      Estimation of workload 150.0 150.0 150.0
      Timeline 2º Cuatrimestre 1º Cuatrimestre 2º Cuatrimestre
      Languages English, Spanish

    2. Teaching staff

      • FERRANDO PRIETO, MARIA MERCEDES Professor: GRUPO BILINGÜE Group coordination: GRUPO BILINGÜE Course coordinator

        Category

        PROFESORES TITULARES DE UNIVERSIDAD

        Area

        PSICOLOGÍA EVOLUTIVA Y DE LA EDUCACIÓN

        Department

        PSICOLOGÍA EVOLUTIVA Y DE LA EDUCACIÓN

        Email / Personal web page / Online tutoring sessions

        mferran@um.es http://www.mercedesferrandoprieto.es Online tutoring sessions: Sí

        Phone number and office hours

        Duration:
        C2         		Day:
        Viernes         		Hours:
        10:30-12:30         		Place:
        There are no records
        Remarks:
        There are no records
        Duration:
        C2         		Day:
        Jueves         		Hours:
        12:30-14:00         		Place:
        There are no records
        Remarks:
        Desp. 1.31B Fac. Educación. Tlf. 86888 4588
      • BERMEJO GARCIA, ROSARIO Professor: PCEO INFANTIL+PRIMARIA Group coordination: PCEO INFANTIL+PRIMARIA

        Category

        PROFESORES TITULARES DE UNIVERSIDAD

        Area

        PSICOLOGÍA EVOLUTIVA Y DE LA EDUCACIÓN

        Department

        PSICOLOGÍA EVOLUTIVA Y DE LA EDUCACIÓN

        Email / Personal web page / Online tutoring sessions

        charo@um.es Online tutoring sessions: No

        Phone number and office hours

      • FERRANDIZ GARCIA, CARMEN Professor: GRUPO 2 Group coordination: GRUPO 2

        Category

        PROFESORES TITULARES DE UNIVERSIDAD

        Area

        PSICOLOGÍA EVOLUTIVA Y DE LA EDUCACIÓN

        Department

        PSICOLOGÍA EVOLUTIVA Y DE LA EDUCACIÓN

        Email / Personal web page / Online tutoring sessions

        carmenfg@um.es Online tutoring sessions: Sí

        Phone number and office hours

        Duration:
        A         		Day:
        Miércoles         		Hours:
        10:30-12:30         		Place:
        , Facultad de Educación B1.1A.037 (DESPACHO PROF. CARMEN FERRANDIZ)
        Remarks:
        Se solicita al estudiantado el aviso de su asistencia a tutoría a través de mensaje privado por aula virtual.
      • LOPEZ MARTINEZ, OLIVIA Professor: GRUPO 4 Group coordination: GRUPO 4

        Category

        PROFESORES TITULARES DE UNIVERSIDAD

        Area

        PSICOLOGÍA EVOLUTIVA Y DE LA EDUCACIÓN

        Department

        PSICOLOGÍA EVOLUTIVA Y DE LA EDUCACIÓN

        Email / Personal web page / Online tutoring sessions

        olivia@um.es Online tutoring sessions: Sí

        Phone number and office hours

        Duration:
        C1         		Day:
        Lunes         		Hours:
        12:00-14:00         		Place:
        868884159, Facultad de Educación B1.0.064 (DESPACHO VICEDECANATO)
        Remarks:
        There are no records
        Duration:
        C2         		Day:
        Miércoles         		Hours:
        11:00-13:00         		Place:
        868884159, Facultad de Educación B1.0.064 (DESPACHO VICEDECANATO)
        Remarks:
        There are no records
      • MONTESINOS CHACON, INMACULADA Professor: GRUPO 4 Group coordination:

        Category

        CONTRATADO/A PREDOCTORAL (FPU INVES-UM)

        Area

        There are no records

        Department

        There are no records

        Email / Personal web page / Online tutoring sessions

        inmaculada.montesinosc@um.es Online tutoring sessions: No

        Phone number and office hours

      • PONS PARRA, ROSA MARIA Professor: GRUPO 5 Group coordination: GRUPO 5

        Category

        PROFESOR CONTRATADO DOCTOR TIPO A (DEI)

        Area

        PSICOLOGÍA EVOLUTIVA Y DE LA EDUCACIÓN

        Department

        PSICOLOGÍA EVOLUTIVA Y DE LA EDUCACIÓN

        Email / Personal web page / Online tutoring sessions

        rmpons@um.es Online tutoring sessions: Sí

        Phone number and office hours

        Duration:
        C1         		Day:
        Miércoles         		Hours:
        10:30-13:30         		Place:
        868884577, Facultad de Educación B1.1A.038 (DESPACHO PROF. ROSA Mª PONS PARRA)
        Remarks:
        There are no records
        Duration:
        C1         		Day:
        Martes         		Hours:
        10:30-13:30         		Place:
        868884577, Facultad de Educación B1.1A.038 (DESPACHO PROF. ROSA Mª PONS PARRA)
        Remarks:
        There are no records
      • RUIZ ESTEBAN, CECILIA MARIA Professor: PCEO PRIMARIA+DEPORTE Group coordination: PCEO PRIMARIA+DEPORTE

        Category

        PROFESORES TITULARES DE UNIVERSIDAD

        Area

        PSICOLOGÍA EVOLUTIVA Y DE LA EDUCACIÓN

        Department

        PSICOLOGÍA EVOLUTIVA Y DE LA EDUCACIÓN

        Email / Personal web page / Online tutoring sessions

        cruiz@um.es Online tutoring sessions: No

        Phone number and office hours

      • RUIZ MELERO, MARIA JOSE Professor: PCEO INFANTIL+PRIMARIA Group coordination:

        Category

        PROFESOR AYUDANTE DOCTOR

        Area

        PSICOLOGÍA EVOLUTIVA Y DE LA EDUCACIÓN

        Department

        PSICOLOGÍA EVOLUTIVA Y DE LA EDUCACIÓN

        Email / Personal web page / Online tutoring sessions

        mariajose.ruiz4@um.es Online tutoring sessions: Sí

        Phone number and office hours

        Duration:
        A         		Day:
        Lunes         		Hours:
        11:00-14:00         		Place:
        868884075, Facultad de Educación B2.1.029 (MARIA JOSÉ RUIZ MELERO Y MARIA ÁNGELES FREIXINOS ROS)
        Remarks:
        There are no records
      • VEAS INIESTA, ALEJANDRO Professor: GRUPO 4 Group coordination:

        Category

        PROFESORES TITULARES DE UNIVERSIDAD

        Area

        PSICOLOGÍA EVOLUTIVA Y DE LA EDUCACIÓN

        Department

        PSICOLOGÍA EVOLUTIVA Y DE LA EDUCACIÓN

        Email / Personal web page / Online tutoring sessions

        alejandro.veas@um.es Online tutoring sessions: Sí

        Phone number and office hours

        Duration:
        A         		Day:
        Jueves         		Hours:
        10:00-13:00         		Place:
        868883438, Facultad de Psicología y Logopedia B1.4.013 (DESPACHO PROF. ALEJANDRO VEAS INIESTA)
        Remarks:
        Es necesario solicitar cita previa a través de correo electrónico o mensaje privado en el aula virtual.

  2. Presentation

    Considering the multidisciplinary nature of teacher training, the knowledge provided by the Educational Psychology discipline is essential for understanding and analyzing the processes of change in students, particularly those occurring within the teaching-learning process. With this psychological knowledge, future teachers will possess the necessary tools to interpret and analyze the educational situations they will encounter. This will enable them to design and plan teaching-learning scenarios in an autonomous and creative manner.

    It is important for future teachers to recognize that continuous professional development is a responsibility and duty for all educators, and that the initial training they receive is merely the beginning of a lifelong learning journey.

    The subject of Educational Psychology, taught in the first year (second term), is a crucial component of the teacher training program, as it provides much of the psychological foundation necessary for the teaching profession. This course is part of a group of subjects (including Sociology, General Didactics, and Organization of the School Center) that aim to explain the educational phenomenon from an interdisciplinary perspective.

    The contents of Educational Psychology build on the foundations laid in the first term by Developmental Psychology, which is crucial for understanding the various approaches of the disciplines that students will study later in the teacher training program.

  3. Conditions of access to the course

    1. Incompatibilities

      There are no records

    2. Requirements

      There are no records

    3. Recommendations

      The students must have assimilated the knowledge previously studied in the Developmental Psychology subject (first term): explanation theories and models of development, Cognitive development, language acquisition, social development, motor, emotional-affective development of the child In addition, it is recommended that the students have basic knowledge about new technologies (www, e-mail, search of information on the web, text processor¿)

  4. Competencies

    1. Basic competencies

      • CB2: Que los estudiantes sepan aplicar sus conocimientos a su trabajo o vocación de una forma profesional y posean las competencias que suelen demostrarse por medio de la elaboración y defensa de argumentos y la resolución de problemas dentro de su área de estudio

    2. Degree competencies

      • CG1: Ser capaz de expresarse correctamente en español en en el ámbito disciplinar de la Educación Primaria.
      • CG5: Ser capaz de proyectar los conocimientos, habilidades y destrezas adquiridos para promover una sociedad basada en los valores de la libertad, la justicia, la igualdad y el pluralismo.
      • CG6: Capacidad para trabajar en equipo y para relacionarse con otras personas del mismo o distinto ámbito profesional.
      • CG8: Comprender los fundamentos teórico-prácticos: conocimiento científico y didáctico de las materias escolares, de la diversidad individual y cultural de los alumnos, de la compleja interacción entre procesos y contextos de aprendizaje, y de los principios y estructuras de los sistemas educativos.
      • CE1: Conocer las áreas curriculares de la Educación Primaria, la relación interdisciplinar entre ellas, los criterios de evaluación y el cuerpo de conocimientos didácticos en torno a los procedimientos de enseñanza y aprendizaje respectivos.
      • CE4: Diseñar y regular espacios de aprendizaje en contextos de diversidad y que atiendan a la igualdad de género, a la equidad y al respeto de los derechos humanos que conformen los valores de la formación ciudadana.
      • CE5: Fomentar la convivencia en el aula y fuera de ella, resolver problemas de disciplina y contribuir a la resolución pacífica de conflictos. Estimular y valorar el esfuerzo, la constancia y la disciplina personal en los estudiantes.
      • CE10: Reflexionar sobre las prácticas de aula para innovar y mejorar la labor docente. Adquirir hábitos y destrezas para el aprendizaje autónomo y cooperativo y promoverlo entre los estudiantes.
      • MB01: Comprender los procesos de aprendizaje relativos al periodo 6-12 en el contexto familiar, social y escolar.
      • MB02: Conocer las características de estos estudiantes, así como las características de sus contextos motivacionales y sociales.
      • MB04: Identificar dificultades de aprendizaje, informarlas y colaborar en su tratamiento.
      • MB05: Conocer las propuestas y desarrollos actuales basados en el aprendizaje de competencias.
      • MB06: Identificar y planificar la resolución de situaciones educativas que afectan a estudiantes con diferentes capacidades y distintos ritmos de aprendizaje.

    3. Transversal and course competencies

      • CM1 Comprender los procesos educativos y de aprendizaje en el período 6-12 años, en el contexto familiar, social y escolar
      • CM3 Conocer las características de los contextos motivacionales y sociales en los que ocurre el desarrollo infantil
      • CM4 Conocer los procesos de interacción y comunicación en el aula que favorecen el desarrollo psicológico
      • CM5 Ser capaz de abordar y resolver problemas de disciplina
      • CM6 Promover el trabajo cooperativo y el trabajo y esfuerzo individuales

  5. Contents

    1. Theoretical contents

      Block 1: Conceptual and theoretical aspects of Educational Psychology

      Theme 1: Psychology and education: Educational process and psychological development

      The objective of this lesson is to explore the relationship between the development process, studied in the first semester, and the educational process. It aims to help students understand that while maturational processes condition the ability to learn, education and learning also enable child development. Thus, it is the role of Educational Psychology to meet the challenge of understanding and explaining the conditions under which learning, promoted by education, fosters development. With this perspective, we believe that students can assign relevant meaning to both disciplines.

      Block 2: Teaching and learning models

      Theme 2: Models and theories of learning and their educational implication in the current curriculum.

      Learning is considered a central axis in the educational process. The aim is to present to the students the main theories on learning that address the psychology of education: behaviorism and cognitivism, highlighting the most representative authors of both. We will primarily focus on Bandura's observational learning and the constructivist theories on learning, with particular emphasis on the educational implications these theoretical models have given rise to.

      Block 3: Intrapersonal variables that affect the teaching and learning process

      Theme 3: Learning strategies

      Learning strategies are a topic of great relevance to the teaching-learning process. The importance of this topic lies in the fact that these strategies (operations or mental activities) facilitate and develop various processes of school learning. Unlike "study techniques," which are more directed towards rote learning rather than meaningful learning, "learning strategies" enable the processing, organization, retention, and retrieval of content. Additionally, they help plan, regulate, and evaluate these processes based on the task's purpose.

      In this lesson, we will explore the topic of learning strategies and their role in explaining the effectiveness of the teaching-learning process. We will cover the conceptual definition of learning strategies, the different types of strategies that exist, methods of evaluation in the school context, and the teaching procedures necessary for achieving these strategies as educational objectives.

      Theme 4: Intelligence, creativity and learning ability

      In psychology, most research on intelligence can be summarized in two fundamental trends or approaches: psychometric theories, which study individual differences through the analysis of factors (Spearman, Thurstone, Guilford, Vernon), and theories that focus on the dynamic aspects of intelligent behaviors, aiming to understand human capacities in terms of the basic mental mechanisms underlying intelligent behavior, as Sternberg points out.

      Two theories stand out in this field: Sternberg's triarchic theory and Gardner's theory of multiple intelligences. Both authors make a qualitative leap in intelligence research by interpreting intelligence as a system connected to both the internal and external worlds of individuals. From this perspective, intelligence is not singular but is understood as a set of skills that can be developed and improved, rather than a fixed, unchangeable entity (Beltran, 1996).

      Additionally, we will discuss the perspectives of Mayer and Salovey (1990, 2001) and Goleman (1996) on emotional intelligence, which present a new approach to understanding intelligence.

      Finally, we will address the topic of creativity as an effective tool for both students and teachers in problem-solving. The objective of this discussion is to reflect on the importance of creativity in the educational environment. We will examine the definition of creativity and the four approaches (person, process, product, and environment) that have contributed various elements to research on this subject.

      Theme 5: Motivation and affective dimension in the learning process

      The limitation of explaining the teaching and learning process solely from a cognitive perspective is increasingly evident. Current research highlights the importance of studying educational processes as holistic experiences involving the entire person. In this topic, we will address the motivational, affective, and emotional factors that play significant roles in the development and outcomes of the teaching and learning process.

      We will begin by exploring how and why individuals initiate actions aimed at specific goals, the intensity of their participation in activities, and their persistence. We will also examine why students lose interest and stop making the necessary effort before completing a task. Subsequently, we will delve into affective, emotional, and relational variables such as self-concept, self-esteem, causal attributions, and expectations.

      Block 4: Interpersonal and contextual variables of the teaching and learning process

      Theme 6: The evaluation of learning and teaching from Educational Psychology perspective

      Evaluation should guide learning and teaching process, which are two faces of a same coin. Thus educative evaluation cannot be reduced to a single task to assess exclusively students performance, it should be understood as a feedback process by which decisions and actions to restructure or not the teaching process will be taken. During this lesson, characteristics and aims of assessment in primary education will be studied Different types of evaluation and different strategies to carry them out, using appropriate instrument for observation an assessment will be exposed In addition, how to communicate the evaluation results to receivers (parents, students, and teachers) will be explained.

      Theme 7: The educational interaction: teacher / students and student / student.

      As stated in previous lessons, the constructivist approach to learning emphasizes the student's mental activity in constructing knowledge by making connections between prior and new learning. From this perspective, it is the student who learns, and no one can take their place. However, the context in which this learning occurs, including the continuous interaction between student-teacher and student-peers, is often overlooked.

      The teacher’s mediation and their teaching methods greatly influence the constructiveness of the students' activity. Therefore, the teacher must be seen as a mediator and facilitator of learning. Similarly, peers can influence each other, playing the same mediator role as the teacher. To better understand the learning-teaching process that students undergo, it is essential to consider the educational mechanisms present in student-teacher interactions.

      This lesson will explore how teachers and students influence school learning, highlighting the importance of their interactions in the educational process.

    2. Practical contents

      • Practical activity 1: Practice 1

        Group 1: Students will find an article in Educational Psychology journals (provided by the teacher), read it, and write a brief comment on it.

        Related to:
        • Block 1: Conceptual and theoretical aspects of Educational Psychology
        • Theme 1: Psychology and education: Educational process and psychological development

      • Practical activity 2: Practice 2

        Group 1: Case Study Resolution: Students will analyze a case study and develop various intervention proposals using a behaviorist approach.

        Related to:
        • Block 2: Teaching and learning models
        • Theme 2: Models and theories of learning and their educational implication in the current curriculum.

      • Practical activity 3: Practice 3

        Group 1: Students will select a teacher they know as a reference, interview them, and analyze their teaching approach, connecting it to the learning theories discussed in class.

        Related to:
        • Block 3: Intrapersonal variables that affect the teaching and learning process
        • Theme 3: Learning strategies

      • Practical activity 4: Practice 4

        Group 1: Case Study Analysis: Students will analyze a case study to explore various conceptions of intelligence and cognitive ability.

        Related to:
        • Block 3: Intrapersonal variables that affect the teaching and learning process
        • Theme 4: Intelligence, creativity and learning ability

      • Practical activity 5: Practice 5

        Group 1: Case Study Reading and Analysis: This involves analyzing the initial state of the student presented in the case, as well as the effectiveness of the teachers' actions, reflecting on the reasons why those actions were or were not effective.

        Related to:
        • Block 3: Intrapersonal variables that affect the teaching and learning process
        • Theme 5: Motivation and affective dimension in the learning process

      • Practical activity 6: Practice 6

        Group 1: Students will reflect on which type of assessment best fosters student motivation. To do this, they will analyze each assessment type using an interactive quiz.

        Related to:
        • Theme 6: The evaluation of learning and teaching from Educational Psychology perspective

      • Practical activity 7: Practice 7

        Group 1: Students will complete a brief inventory that will help them analyze their beliefs regarding educational discipline.

        Related to:
        • Theme 7: The educational interaction: teacher / students and student / student.

  6. Training activities

    Training Activity Methodology Hours In-person
    AF1: Exposición teórica

    Teacher's presentation of the course content.

    		 36.5 100.0
    AF2: Tutoría académica 3.5 100.0
    AF3: Actividades prácticas en aula convencional

    Activities and exercises that the teacher considers necessary for acquiring the content and competencies of the subject.

    		 14.0 100.0
    AF5: Trabajo Autónomo de Alumno

    Stimated workload outside the classroom for the student to success in this subject.

    		96.0 0.0
    Total 150.00

  7. Course schedule

    https://www.um.es/web/estudios/grados/educacion-primaria/2025-26#horarios

  8. Assessment systems

    Identifier Name of the assessment tool Assessment criteria Weighting
    SE1 Pruebas escritas (exámenes): pruebas objetivas, de desarrollo, de respuesta corta, de ejecución de tareas, de escala de actitudes realizadas por los alumnos para mostrar los conocimientos teóricos y prácticos adquiridos.
    • Dominio de la materia
    • Precisión conceptual
    • Prueba objetiva de tres opciones (sólo una verdadera) corregida aplicando la fórmula: Aciertos ¿ Errores/2

    		 60.0
    SE3 Informes escritos, trabajos y proyectos: trabajos escritos, portafolios con independencia de que se realicen individual o grupalmente
    • Adecuación a los criterios establecidos
    • Corrección en su realización: buena redacción, originalidad, creatividad y bibliografía
    • Capacidad de análisis y síntesis

    		 30.0
    SE6 Procedimientos de observación del trabajo del estudiante: registros de participación, de realización de actividades, cumplimiento de plazos, participación en foros
    • Entrega en las fechas establecidas
    • Entrega de tareas a tiempo
    • Interés del alumno/a
    • Participación en clase
    		 10.0

  9. Exam dates

    https://www.um.es/web/estudios/grados/educacion-primaria/2025-26#examenes

  10. Learning outcomes

    RA2 To Differentiate the basic experimental paradigms of research in Developmental and Educational Psychology

    RA3 To Discriminate the different theories of development and learning, to know their foundations and discuss critically about them

    RA4 to Differentiate the different educational contexts (both formal and informal) and the most relevant psychological processes that intervene in each of them to promote development

    RA6 To Value the school as an important scenario for the socialization of children

    RA7 To Know the dynamics of teacher-student and student-student interactions that are established in the classroom and the factors that influence in them

    RA8 To Recognize social interaction and communication with others as a key element in the social and cognitive development of children **

    RA9 To Master strategies of group dynamics to promote interaction among students

    RA10 To Analyze the various psychological components that intervene in the complexity of the educational event and in the processes of teaching-learning

    RA11 To Reflect on the criteria of psychopedagogical action that can optimize learning situations

    RA13 To Acquire independence and autonomy as apprentices, and take responsibility for their own learning and the development of their skills

    RA14 To Perform judgments and critical assessments argued in the decision-making process in their own learning process

    RA15 To Use appropriately expressions and specific vocabulary in the field of developmental psychology and education

    RA16 Express oneself with clarity and orthographic and grammatical correctness

  11. Bibliography

    Basic bibliography

    Further reading

  12. Remarks

    • To pass the subject it will be essential to have passed both the exam and the practices, obtaining a minimum of 5 in the final grade
    • In the event that the student can not attend to the lessons or carry out the activities planned for justified reasons, a specific work plan will be prepared so that it can overcome the theoretical and practical contents required In such cases, students must notify the teacher at the beginning of the semester
    • If due to supervening circumstances that are really justified, the student cannot carry out the No Obligarottias training activities, they will have the right in the 2nd and subsequent calls to a global evaluation that will include all the necessary skills to pass said subject This will consist of "a multiple choice written exam and a practical course (among the theoretical-practical contents covered in the subject) the multiple choice exam will have a maximum score of 50% and the practical course a maximum score of 50% The grade total will be the sum of both"
    • The note of the practices of the subject will be valid only for the current academic year

    • "SPECIAL EDUCATIONAL NEEDS Those students with disabilities or special educational needs may contact the Service for Attention to Diversity and Volunteering (ADYV; http://wwwumes/adyv/) to receive guidance on better use of their training process and, in their case, the adoption of equalization and improvement measures for inclusion, by virtue of Rectoral Resolution R-358/2016 The treatment of information about these students, in compliance with the LOPD, is strictly confidential¿

    • Subject schedule: in the Virtual Classroom, students will have at their disposal a schedule that will be updated
    • In the subject, teaching innovation resources and tools may be used to improve student learning
    • Additional material will be detailed for the elaboration of the practical activities These internships are subject to the academic calendar
    • This subject is directly linked to Sustainable Development Goal 4, "Quality Education"

    SPECIAL EDUCATIONAL NEEDS

    Those students with disabilities or special educational needs may contact the Service of Attention to Diversity and Volunteering (ADYV - https://www.um.es/adyv) to receive guidance on better use of their training process and, where appropriate, the adoption of measures of equalization and improvement for inclusion, under the Rectoral Resolution R-358/2016. The treatment of information about this student body, in compliance with the LOPD, is strictly confidential.

    STUDENT EVALUATION REGULATIONS

    Article 8.6 of the Student Evaluation Regulation (REVA) provides that "except in the case of activities defined as compulsory in the teaching guide, if the student is unable to follow the continuous evaluation process due to duly justified supervening circumstances, he/she shall be entitled to take a global test".

    It is also recalled that Article 22.1 of the Student Evaluation Regulations (REVA) stipulates that "the student who uses fraudulent conduct, including the improper attribution of identity or authorship, or is in possession of means or instruments that facilitate such conduct, will obtain a grade of zero in the evaluation procedure and, where appropriate, may be subject to sanction, after opening disciplinary proceedings".