Didactic guide: how to design an inclusive learning situation in Primary Education
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2026
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Abstract
Guide to designing inclusive Learning Situations in Primary Education (LOMLOE framework). Four key blocks: 1) Diagnosis (know the group and identify barriers), 2) Competence-based design + UDL (final product, criteria, multiple means of representation, action, and engagement), 3) Active methodologies (cooperative learning, stations, gamification, structured tutoring), and 4) Formative assessment (visual rubrics, multiple demonstration formats, self-assessment). Includes myths, reflections, and a case study. Core principle: design inclusively from the start — not as an afterthought.
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What is this guide and who is it for?
This guide explains, step by step, how to design a Learning Situation that is truly inclusive. In the context of the LOMLOE, a Learning Situation is not just a sequence of activities. It is a competence-based challenge that must be accessible to all pupils, regardless of their starting point.
This guide is intended for:
• Trainee teachers who need to design their first Learning Situations.
• Practising teachers who want to review their designs from an inclusive perspective.
• PT and AL specialists who collaborate in curriculum design.
• Teacher trainers looking for structured materials for workshops.