The aim is for trainees to develop knowledge, skills and attitudes that will enable them to develop:
1. Critical Analysis Skills:
- Appropriating scientifically-supported fundamental concepts on Special Education and Inclusive Education.
- To base decision-making, within the scope of their professional speciality, on research and innovation processes.
- Conceive of inclusion as a process of identifying and removing barriers to the presence, participation, learning, integral development and sense of belonging of all.
2. Intervention Skills:
- Adapting the curriculum, content, strategies, methods and learning environments to promote access, permanence, participation, integral development and progress in the common curriculum for all students.
- Participating in the design and development of inclusion-promoting projects and interventions that respond to students' characteristics, potential and needs.
- Designing, implementing and evaluating curricula and intervention processes that are flexible, innovative and facilitate learning and participation, with the aim of inclusion.
3. Training, Supervision and Evaluation Competence:
- Being part of training, supervision, assessment, intervention and support teams for learning and inclusion in educational, social and community contexts.
4. Consultancy skills:
- Supporting schools and other educational, social and community organisations in the design and implementation of educational and curricular projects that promote inclusion, with particular attention to students with specific educational needs in the cognitive and motor spheres.
- Advising and supporting the training centres of school associations and other training bodies in the planning and implementation of professional development programmes for teachers throughout their careers.
Transversal competence:
- Developing an ethical and reflective attitude, based on values such as social justice, democracy and respect for diversity, and on principles such as the common good and equal opportunities, assuming attitudes of empathy, collaboration and social responsibility in promoting a more equitable and inclusive school and society.
