Master's Degree in Inclusive Education

Academic year 2019-20 | 60 credits | 20 places
  This study programme will not be continued ; new students will not be admitted.

Degree data and benchmarks

Students

 

Data and description

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18
New 19 22 20 13 9 22
SIIU New 15 19 19 13 8 16
Registered 51 48 48 39 32 35
Graduates 17 12 20 13 8 11

New students: these students are starting their studies from the beginning for the first time. They may have recognised credits or not.

New SIIU students: these students are starting their studies from the beginning, registering on a programme for the first time and, in accordance with SIIU criteria, may have fewer than 10 credits (for a Master's) or 30 credits (for an undergraduate programme) recognised. This set of students may also be referred to as the optimum new entry group. 

Registered students: these students have an active registration on a programme for an academic year. This set of students may also be referred to as the total student population.

  • Registration reservations are not included (due to the students awaiting a place at another university or credit recognition)
  • Registration cancellations are not included
  • Students with unpaid debts are not included

Graduates: these students have passed (passed or accredited) all credits required for the degree programme and have, therefore, finished their course regardless of whether they have requested their degree certificate be issued or not.

Entry Cohort

 

Data and description

2010-11 2011-12 2012-13 2013-14 2014-15 2015-16
Graduation Rate - 47% 79% 61% 67% 67%
Drop-out Rate - 11% 5% 14% - -

Final drop-out rate: the percentage of students from a new entry cohort that, without graduating, have not re-registered on the degree or any other programme, either at this university or at any other insitution in Spain, for two academic years in a row.

Graduation rate (RD 1393/2007) is defined as the percentage of students from an entry cohort that finish their programmes in the theoretical planned timeframe for the curriculum, or within an additional academic year. The reference population is the New Full-time SIIU Student Group.

Graduating Class

 

Data and description

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18
Graduate Efficiency Rate 95% 92% 89% 90% 91% 87%

The efficiency rate is defined as the percentage ratio between the total number of credits passed by students throughout the registered programme from which they have graduated, and the total number of credits they effectively registered for. The reference population is the optimum group.

Credits Taken and Passed

 

Data and description

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18
Degree Success Rate 98% 100% 98% 100% 98% 100%
Performance Rate 79% 75% 81% 78% 70% 76%

Success rate: the percetage ratio between the number of passed credits and the number of credits taken for assessment.

Performance rate: the percentage ratio between the number of credits passed and the number of credits registered for.

Who directly oversees the quality of the degree programme?

Quality Assurance Commission

Quality Manager
Dolors Forteza Forteza
Teaching and Research Staff
  • Joan Jordi Muntaner Guasp
  • Mª Rosa Rosselló Ramon
Admin and Services Staff
Maria Balle Cañellas
Student
Antonio Vigo Aguiló

 

The Quality Assurance Committee (CGQ) gathers all of the information regarding the degree programme (survey reports, data, statistics, complaints, suggestions, etc.) and analyses them. Here, you can see the regulations and duties of the Quality Assurance Committee (CGQ).

Accountability and transparency

Link to the Register of Universities, Centres, and Degrees (RUCT)

No hay información relacionada con este apartado

End of master projects

  • Anàlisi del model de suport a l'etapa de primària en un centre concertat
  • Anàlisi del nivell d'inclusió i propostes d'innovació al CEIP Teixereta (Ibi).
  • Autoevaluación de los procesos educativos en tres centros de Educación Infantil y Educación Primaria
  • Com tractaven els diaris la discapacitat durant l’any 1990, 1993 i 1995?
  • De l'escola a la Universitat: biografies que visibilitzen les barreres a l'aprenentatge
  • De l'escola al barri: una aproximació teòrica de l'art comunitari com element transformador cap a escoles i societats inclusives
  • El Diseño Universal de Aprendizaje en el análisis de los Grupos Interactivos. Un estudio de caso en el CEIP Pintor Joan Miró
  • El paper de l'Educació Física en la inclusió de l'infant
  • El tractament de la inclusió en algunes metodologies actives del CEIP Es Pont
  • Fent camí cap a la inclusió: un estudi de cas
  • La coeducació com a element inclusiu al pati escolar
  • La importancia de los roles y valores en el aprendizaje cooperativo para conseguir una mayor inclusión.
  • La inclusió al CEIP Coll d'en Rabassa
  • Model centrat en la Família i els Entorns Naturals en Atenció Primerenca: una anàlisi teòrica
  • Acogida de los AIT (Alumnos de Incorporación Tardía) a través de la educación emocional
  • Análisis de la figura del Auxiliar Técnico Educativo (ATE) desde una perspectiva inclusiva
  • El lideratge de l'equip directiu en l'educació inclusiva
  • El treball dels docents envers la diversitat
  • La dislexia. Impacto de las barreras del sistema escolar en el ámbito familiar
  • LA INCLUSIÓN DEL ALUMNADO LGTB (Lesbianas, gais, transexuales y bisexuales)
  • La relació de la família amb fills amb malalties rares amb els professionals sanitaris i educatius
  • Percepciones de los docentes sobre la educación inclusiva
  • Cap a un pla de convivència inclusiu. Estudi de cas
  • Els contes com a recurs per a la inclusió
  • Els Grups Interactius a l'Educació Primària
  • L'aprenentatge cooperatiu a l'educació física.
  • La família del CEIP Pintor Joan Miró
  • Nins i nines amb malalties minoritàries en l'àmbit escolar
  • "The emigration, an element for inclusion in the classrooms" The methodology to CEIP “Es Cremat”
  • Evaluation in interactive groups
  • The school library: a space inclusive socio-emotional learning.
  • Unit of mothers of Picassent prison: educational settings for inclusion