Public University of Navarre

Academic year: 2022/2023 | Previous academic years:  2021/2022  |  2020/2021  |  2019/2020 
Bachelor's degree in Primary Education at the Universidad Pública de Navarra
Credits: 6 Type of subject: Basic Year: 2 Period: 1º S
Department: Ciencias de la Salud

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Module/Subject matter

Basic Training / Socio-Psycho-Pedagogy



Diversity refers to what makes us different according to personal, physical or cultural characteristics. It manifests itself in the educational field in the form of differences in learning styles and rhythms, differences in development, motivations, interests and abilities (among others). Therefore, the subject is structured in different thematic blocks.


In the first block: PSYCHOLOGICAL BASES OF ATTENTION TO THE SPECIFIC NEEDS OF THE STUDENT is to contextualize the understanding of developmental alterations from an evolutionary perspective. In this line, it starts by mentioning previous contents, which allow us to understand the altered development compared to the unaltered development.


The second block: EDUCATIONAL ATTENTION TO THE SPECIFIC NEEDS OF STUDENTS addresses the educational attention to students based on the organization of the special educational needs of educational support that is contemplated in the LOE (2006) and later in the LOMCE (2013). In each of the specific educational support needs (special educational needs arising from disability, serious behavioral disorders (ADHD), high intellectual abilities, late incorporation into the educational system, specific learning difficulties and those arising from personal or personal conditions-school history), the identification of the specific educational needs of this student is addressed, which will guide the subsequent response or psycho-pedagogical intervention.


General proficiencies

Basic Proficiencies

BP1 - Students have demonstrated that they possess knowledge of and understand an area of study, based on general secondary education and usually at a level which, albeit with the support of advanced text books, also includes some aspects which imply knowledge of the latest developments in their field of study.

BP3 - Students are able to compile and interpret relevant information (normally within their area of study) in order to voice opinions which include reflection on relevant themes of a social, scientific or ethical nature.

BP4 - Students are able to transmit information, ideas, problems and solutions to both specialist and non-specialist audiences.

General Proficiencies

GP2 - To design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school professionals.

GP4 - To design and regulate learning spaces in contexts characterized by diversity which attend to the gender equality, fairness and respect for human rights which underpin the values of education in citizenship.

GP5 - To encourage harmonious coexistence in and outside the classroom, solve discipline problems and contribute to the peaceful resolution of conflicts. To stimulate and value effort, perseverance and personal discipline in schoolchildren.

GP6 - To be familiar with the organization of primary education schools and the range of actions involved in their operation. To perform guidance and tutoring functions with schoolchildren and their families, attending to schoolchildren¿s unique educational needs. To accept that teaching, as a practice, must be constantly refined and adapted to scientific, pedagogical and social changes over the course of one's entire life.

GP7 - To collaborate with the different sectors of the educational community and social environment. To accept the educational dimension of the teaching profession and promote democratic education for active citizenship.

GP9 - To value both individual and collective responsibility in the achievement of a sustainable future.

GP11 - To be familiar with Information and Communication Technology, and apply it in the classroom. To distinguish the audiovisual information which contributes to learning, civic education and cultural richness in a selective manner.

Transverse Proficiencies

TP1 - To demonstrate a level of competence in English, French, German or Italian equivalent to the B1 level of the Council of Europe¿s Common European Framework of Reference for Languages.


Specific proficiencies

SP2 -To design, plan and evaluate teaching and learning processes with other professionals according to interdisciplinary and disciplinary criteria.

SP4 -To design and regulate learning spaces in contexts of diversity which are multicultural and multilingual. To attend to the unique needs of schoolchildren, gender equality, fairness, respect and human rights.

SP5 -To reflect in depth on learning contexts and contexts of coexistence in schools, the acceptance of standards, consistency, personal discipline and respect for others.

SP6 - To be familiar with the organization of primary schools and how they work in collaboration with the various sectors of the educational community and social environment.

SP7 - To encourage cooperation, the motivation and desire to learn, and to participate actively in the school¿s projects.

SP10 - To reflect on classroom practices in order to innovate and improve teaching, and associate them with the basic psychological processes, pedagogical models and disciplinary criteria of the stage of education.

SP11 - To be familiar with the educational implications of Information and Communication Technology.

SP13 - To perform guidance, tutoring and conflict-resolution functions with schoolchildren and their families. To be able to observe and acknowledge work well done.

SP14 - To contextualize teaching work in the face of political, social and pedagogical changes, and to foster democratic education and the development of active citizenship to achieve a sustainable future.


Learning outcomes

The learning outcomes are the concretion of the competences that the student will acquire in the subject. Three levels are established:
- Optimum: acquisition of 100% of the competences and mastery in at least 75% of them.
- Medium: acquisition of the majority of the competences intended in the subject and mastery in those aspects that contribute to the specific competences of the degree.
- Deficient: insufficient acquisition of the aspects that contribute to the specific competences of the degree.

A student gets an APT rating if the level of learning is optimal or medium.

In this subject the learning outcomes (RA) are specified as follows:


LO1: Compare the typical development and the altered development in disabilities (sensory, motor, psychic, intellectual) and in disorders in the development of communication and language.

LO2: Examine the psycho-evolutionary aspects of the different developmental alterations and disability in students of pre-school and / or primary education.

LO3: Identify the impact that different disabilities, serious behavior disorders, specific learning difficulties and high intellectual abilities have on the cognitive, psychomotor, socio-emotional and linguistic development of students in early childhood education and/or primary education.

LO4: Explain the developmental and disability alterations from the neuro constructivist approach as a process in which multiple factors interact (brain, genes, mind, physical context, socio-cultural context) making possible different evolutionary trajectories.

LO5: Describe the specific educational support needs derived from: special educational needs, high intellectual abilities, late to the educational system, specific learning difficulties and personal or school history conditions.

LO6: Assess the diversity of students with specific educational support needs such as personal and professional enrichment; and the role of the family in the early stages of development in relation to the detection of students with specific educational support needs.

LO7: Identify the stages that have passed through the history of educational attention to diversity and be able to describe the school models that have happened and define the key concepts in relation to the inclusive response.

LO8: Explain the complexity of human diversity and give examples of evidence in the school environment.

LO9: Use legal sources to determine the appropriate curricular and organizational measures for the educational response of students with NEAE.

LO10: Analyze psycho-pedagogical evaluation reports to arbitrate material and human resources necessary in the development of inclusive educational proposals.

LO11: Combine the notions of psychological bases and educational attention to formulate a classroom teaching proposal that responds to the diversity of an alleged case of students with NEAE.

LO12: Assess the teaching role of the classroom tutor in the process of educational inclusion in response to diversity.



Teaching methods

Code Description
TM1 Lecture with full attendance
TM2 Lecture with full attendance
TM3 Cooperative Learning Activities
TM4 Group work / projects
TM5 Study and autonomous work of the student
TM6 Individualised interaction: tasks and guidelines for autonomous study
TM7 Oral or written exams

Learning activities

Code Description Hours Attendance
LA1 Theory classes (foundation, examples, proven applications and developments) 45 100
LA2 Practical classes or, in the event, practical experience (in the field) 15 100
LA3 Preparation of papers and oral defence 30 10
LA4 Self-study 50 0
LA5 Tutorials 5 100
LA6 Oral or written exams 5 100




Weight (%) It allows
test resit
required grade




Learning outcomes Description % % Recoverable
LO1, LO2, LO4, LO6, LO7, LO8, LO10, LO12 ES1-Individual theoretical works 20 10%
LO3, LO5, LO6, LO9, LO11, LO12 ES2-Practical work in groups 20 10%
LO1, LO2, LO3, LO4, LO5, LO6, LO7, LO8, LO9, LO12 ES3-Practical work in groups 60 100%
Total 100% 80%



* In the Content Evaluation Test (Final Objective Test of each of the two thematic blocks) a minimum of 5 (Ordinary Call or Extraordinary Call) must be obtained in each of the blocks (Block I and Block II) to mediate with the rest of the criteria that score in each thematic block. Any grade lower than 5 in one or both of the content evaluation tests (Block I and Block II) entails carrying out the corresponding content evaluation test, being necessary to pass both tests on the dates set by the Faculty itself.


** Individual and group work will be accepted only on the dates established by the teaching staff. No work from the previous course will be saved.


*** Article 14, point 4 of the Evaluation Process Evaluation Standards at the Public University of Navarra, is remembered on the continuous evaluation: The teaching guides may contemplate a list of specific requirements such as, for example, the realization of exams or other tests, attendance at a minimum number of hours of practical classes, compulsory completion of work, projects, laboratory practices or Practicum and participation in seminars.





SUBJECT 1.1. Introduction to developmental disorders from the life cycle: neurodevelopmental disorders.


SUBJECT 2.1. Sensory disabilities: visual, auditory and deafblind.

SUBJECT 2.2. Motor disability.

SUBJECT 2.3. Intellectual disability and Autism spectrum disorders.

SUBJECT 2.4. High intellectual abilities.

SUBJECT 2.5. Attention deficit disorder and behavior disorders.

SUBJECT 2.6. Disorders in the development of communication and language and specific learning difficulties.



SUBJECT 3.1. Historical route and current perspectives of educational attention to diversity.

SUBJECT 3.2. The process of detection, assessment and educational attention to diversity.

SUBJECT 3.3. Organizational measures of center and classroom for attention to diversity.

SUBJECT 3.4. Center and classroom curricular measures for attention to diversity.



Access the bibliography that your professor has requested from the Library.

Basic Bibliography

In English language

Ainscow, M., Dyson, A., Goldrick, S. y West, M. (2011). Developing equitable education systems. Londres: Routledge

Booth, T. and Ainscow, M. (2011). Index for Inclusion: developing learning and participation in schools; (3rd edition). Bristol: Centre for Studies in Inclusive Education (CSIE)

CAST. (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: CAST.

Dumont, H., Istance, D., Benavides, F., Centre for Educational Research and Innovation., & Organisation for Economic Co-operation and Development. (2010). Nature of learning: Using research to inspire practice. Paris: Organisation for Economic Co-operation and Development

Echeita, G. (2007). Educación para la inclusión. Educación sin exclusiones. Madrid: Narcea

Forlin, C. (Ed.) (2010). Teacher Education for Inclusion. Changing Paradigms and Innovative Approaches. London: Routledge. 

Inclusion Europe (2009). Information For All: European Standands for making information easy to read and understand (Easy-to-read ed.) Brussels

UNESCO (2015). Rethinking Education. Towards a global common good?. Paris: UNESCO.

In Spanish language

Bausela, E. (2016). Diversidad funcional. Conceptualización, impacto en el desarrollo e identificación de necesidades en Educación Infantil y Primaria. Alicante (San Vicente del Raspeig): Editorial Club Universitario.

Casado, R. y Lezcano, B. (2012) Educación en la escuela inclusiva. Formación del profesorado y perspectivas de futuro. Buenos Aires: Editorial LUMEN.

Fernández-Batanero, J.M. (coord.) (2015). Atención a la diversidad en el aula de Educación Infantil. Madrid: Paraninfo.

Gento, S. (coord.) (2010). Diseño y ejecución de planes, proyectos y adaptaciones curriculares para el tratamiento educativo de la diversidad. Madrid: UNED.

López, D. y Polo, M.T. (2014). Trastornos del desarrollo infantil. Madrid: Editorial Pirámide.

Complementary Bibliography

Agencia Europea para el Desarrollo de la Educación del Alumnado con Necesidades Educativas Especiales (2012). Formación del profesorado para la educación inclusiva. Perfil profesional del docente en la educación inclusiva. Odense, Dinamarca. [Recuperado de]

Casano, M.A. y Cabra de Luna, M.A. (coords.) (2009). Educación y personas con discapacidad: Presente y futuro. Madrid: ONCE

Chisvert, M.J., Ros, A. y Horcas, V. (2013). A propósito de la inclusión educativa. Una mirada ampliada de lo escolar. Barcelona: Octaedro.

Deutsch, D. (2003). Bases psicopedagógicas de la educación especial: enseñando en una época de oportunidades. Madrid: Prentice Hall.

Dueñas, M.L. (2011). Diagnóstico pedagógico. Madrid: UNED.

Ezpeleta, L. y Toro, J. (2014) (Eds.). Psicopatología del desarrollo. Madrid: Pirámide.

Ferrer, A. (2010). Intervención psicoeducativa en discapacidad auditiva. En  C. Grau y Mª.D. Gil. Intervención psicoeducativa en necesidades específicas de apoyo educativo. Madrid: Pearson.

Gallego, J.L. y Rodríguez, A. (2012). Bases teóricas y de investigación en educación especial. Madrid: Pirámide.

Gento, S., Gallego, D. y Carreto, M.A. (2010). Materiales convencionales y tecnológicos para el tratamiento educativo de la diversidad. Madrid: UNED.

Gómez, P. y Romero, E. (2004). La sordoceguera. Un análisis multidisciplinar. Madrid: ONCE.

Lozano, J., Cerezo, M. C. y Alcaraz, S. (2015). Plan de atención a la diversidad. Educatio Siglo XXI, 33(1), 343-346.

Manzano, J. L.  (2008). Evaluación e intervención psicopedagógica en contextos educativos: estudio de casos. Problemática asociada con dificultades de aprendizaje. Volumen II. Madrid: EOS Fundamentos Psicopedagógicos.

Martín, E. y Mauri, T. (coords.) (2011). Orientación educativa. Atención a la diversidad y escuela inclusiva. Barcelona: Graó.

Méndez, L., Moreno, R. y Ripa, C. (2004). Adaptaciones curriculares en educación infantil. España: Narcea.

Sola, T., López, N. y Cáceres, M.P. (2009). La educación especial en su enmarque didáctico y organizativo. Granada: Grupo Editorial Universitario.

Verdugo, M.A. (1995). Personas con discapacidad. Perspectivas psicopedagógicas y rehabilitadoras. Madrid: Siglo Veintiuno.

Verdugo, M.A. y Gutiérrez, B. (2009). Discapacidad intelectual. Adaptación social y problemas de comportamiento. Madrid: Ojos Solares.

Vicente, A. y De Vicente, M.P. (2001). Una aproximación a la historia de la educación especial. Murcia: DM.






Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.