Pattier Bocos, Daniel2026-06-052026-06-052026https://hdl.handle.net/20.500.14352/137218What 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.engAttribution-NonCommercial-ShareAlike 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-sa/4.0/otheropen access37.0137.015:31637.043.2371.13371.3371.1237.02EducacionEducationDidactic guideInclusive learningDUAUniversal Design for LearningLearning SituationSituación de aprendizajeCiencias SocialesEducaciónSociología de la educación (Educación)DidácticaAprendizajeFormación del profesoradoMétodos de enseñanzaPedagogía58 Pedagogía5801.07 Métodos Pedagógicos5802.04 Niveles y Temas de Educación5803.02 Preparación de Profesores6306.05 Sociología de la Educación