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Special Educational Needs

Course Programme

  • Credits: 60 ECTS
  • Type of course: Full-time taught course
  • General calendar: October-June or September
  • Course venue: University of Deusto, Bilbao campus
  • Faculty: Faculty of Psychology and Education
  • Timetable: Tue, Wed and Thrus, 17:30 – 20:30
  • Language: Spanish. Internships and projects available in Basque
  • Places available: 40
  • Degree obtained: Master’s in Special Educational Needs

Competences

  • Develop a scientific approach to the main situations (learning difficulties, intellectual disability, blindness, deafness, etc.) related to special educational needs.
  • Identify exclusion and discrimination factors that hinder the inclusion of students with special educational needs.
  • Evaluate and design educational environments to make them accessible to all students.
  • Design, apply and evaluate inclusion programmes to improve the quality of teaching for all students, also for those with special educational needs.
  • Provide guidance and support to families and professionals who care for children with special educational needs from action patterns based on the current support paradigm.
  • Take into account the opinion of students with special educational needs and their families as a starting point for the different actions and measures to be develop.
  • Act as a committed professional to the group of students with special educational needs and as agent of change of the attitudes and structures that hinder inclusive education.

Course Programme

  • Credits: 60 ECTS
  • Type of course: Full-time taught course
  • General calendar: October-June or September
  • Course venue: University of Deusto, Bilbao campus
  • Faculty: Faculty of Psychology and Education
  • Timetable: Tue, Wed and Thrus, 17:30 – 20:30
  • Language: Spanish. Internships and projects available in Basque
  • Places available: 40
  • Degree obtained: Master’s in Special Educational Needs

Competences

  • Develop a scientific approach to the main situations (learning difficulties, intellectual disability, blindness, deafness, etc.) related to special educational needs.
  • Identify exclusion and discrimination factors that hinder the inclusion of students with special educational needs.
  • Evaluate and design educational environments to make them accessible to all students.
  • Design, apply and evaluate inclusion programmes to improve the quality of teaching for all students, also for those with special educational needs.
  • Provide guidance and support to families and professionals who care for children with special educational needs from action patterns based on the current support paradigm.
  • Take into account the opinion of students with special educational needs and their families as a starting point for the different actions and measures to be develop.
  • Act as a committed professional to the group of students with special educational needs and as agent of change of the attitudes and structures that hinder inclusive education.