2026-06-07T19:15:55Zhttps://docta.ucm.es/rest/oai/request

oai:docta.ucm.es:20.500.14352/1372182026-06-05T23:56:03Zcom_20.500.14352_1col_20.500.14352_6

Didactic guide: how to design an inclusive learning situation in Primary Education Pattier Bocos, Daniel 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. 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. 2026-06-05T11:46:46Z 2026-06-05T11:46:46Z 2026 other https://hdl.handle.net/20.500.14352/137218 eng http://creativecommons.org/licenses/by-nc-sa/4.0/ open access Attribution-NonCommercial-ShareAlike 4.0 International