{"id":35642,"date":"2026-06-04T08:48:10","date_gmt":"2026-06-04T06:48:10","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=35642"},"modified":"2026-06-04T08:48:29","modified_gmt":"2026-06-04T06:48:29","slug":"inclusive-schooling-in-catalonia-and-its-programmatic-texts","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/en\/inclusive-schooling-in-catalonia-and-its-programmatic-texts\/","title":{"rendered":"Inclusive schooling in Catalonia and its programmatic texts"},"content":{"rendered":"

Image created by AI.<\/p>\n

 <\/p>\n

License Creative Commons <\/a><\/p>\n

\"\"<\/p>\n

 <\/p>\n

Andreu Navarra<\/strong><\/a><\/p>\n

 <\/p>\n

Not so long ago, we teachers associated with \u201ctransmissivist\u201d approaches in Catalonia<\/strong> were accused of some rather serious \u2014 and imaginative \u2014 offences. More specifically, of \u201cfalsely\u201d and demagogically claiming that special schools were being closed in Catalonia; of promoting a discourse of hatred against vulnerable minors; and, thirdly, of \u201cblaming\u201d children for the general condition of the Catalan education system. As for the first accusation, it is striking coming from organisations and platforms that tirelessly defend the need to shut down all special schools. As for the second, one is left wondering where exactly all this irrational \u201chatred\u201d is supposed to be found. And regarding the third, it should be made perfectly clear that what we criticise are certain aspects of the legislation currently in force in Catalonia.<\/p>\n

What sort of mentality would accuse children of promoting legal initiatives and court actions? Put briefly and plainly: we criticise the Generalitat de Catalunya, not children. Nor do we even consider it constructive to criticise teachers or educational staff of any kind: all their work is entirely commendable from every conceivable point of view. The problem in this debate is simply that some people become extremely nervous whenever a transmissivist teacher dares to call for the revision of a legally significant aspect of the current system.<\/p>\n

To demonstrate this, in the present article we are going to do something rather unusual: stop writing. All I shall do is reproduce below a series of extracts from two highly interesting articles hosted on the official website of the Generalitat de Catalunya, without adding a single comment of my own. In a sense, we shall become Derrideans. We shall allow the discourse to deconstruct itself. Readers will immediately understand where this is heading, without any need for melodrama or for getting lost in Byzantine disputes. What follows are simply official guidelines drafted by the administration itself. The extracts come from two articles: \u201cInclusive Education in Catalonia and Portugal\u201d (https:\/\/projectes.xtec.cat\/educacioinclusiva\/general\/educacio-inclusiva-a-catalunya-i-portugal\/<\/a>) and \u201cUniversal Design for Learning\u201d (https:\/\/projectes.xtec.cat\/educacioinclusiva\/categoria\/recursos\/dua\/<\/a>).<\/p>\n

They read as follows:<\/p>\n

\u201cOne of the most relevant contextual elements is that the Portuguese system does not provide for special education centres as a differentiated form of schooling separate from the mainstream network, but instead organises its inclusive educational response within ordinary schools\u201d.<\/p>\n

\u201cOne of the most significant elements of the Portuguese regulatory framework is the identification of barriers to learning and participation, an approach also present in Decree 150\/2017, which directs educational measures towards facilitating access, participation and the adaptation of the environment to pupils\u2019 needs. However, the exchange visit revealed a certain gap between this regulatory framework and some classroom practices. Although Universal Design for Learning (UDL) appears as a reference framework, day-to-day practice still revealed a strong reliance on textbooks and fairly homogeneous activities, with less presence of personalised strategies, flexible organisation or other more universal measures\u201d.<\/p>\n

\u201cAnother noteworthy element of the Portuguese model is the Centro de Apoio a Aprendizagem (CAA), conceived as a structure designed to bring together the school\u2019s resources, knowledge and competences in the service of inclusion. Despite this intention, observations during the exchange revealed that, in practice, these spaces may end up functioning as specialised classrooms within ordinary schools.<\/p>\n

This tension is also present in the Catalan system in certain SIEI and SIEI Plus units (Intensive Support Unit for Inclusive Schooling). Although these resources were created to encourage pupils\u2019 participation within mainstream settings, they may end up generating segregating dynamics if attention becomes concentrated in a differentiated space and ordinary classroom practices are not sufficiently transformed\u201d.<\/p>\n

\u201cUniversal Design for Learning (UDL) is a framework that makes it possible to create flexible learning situations through a design process that identifies and minimises contextual barriers from the outset. UDL takes variability into account and provides an educational response for all pupils.<\/p>\n

UDL is a structured framework grounded in neuroscience, educational research and assistive technologies. Its aim is to guide educational practice in addressing teaching-and-learning situations through flexible approaches that allow for personalisation and adaptation to each individual\u2019s needs so that pupils may become expert learners\u201d.<\/p>\n

\u201cUDL proposes an a priori approach designed with all pupils and the specific classroom context in mind, and is built upon six key concepts: context, barriers, variability, the iterative process and the expert learner.<\/p>\n

Context is the setting in which learning situations take place. We are not speaking solely about the classroom or the school itself; UDL goes further, treating context as the key element in which the barriers that hinder learning are located.<\/p>\n

Barriers to learning<\/strong> are the obstacles found within the environment that hinder an individual\u2019s learning process. UDL focuses upon identifying, minimising and\/or eliminating barriers to learning so as to ensure that all pupils enjoy the same opportunities on an equitable basis. Different kinds of barriers may limit learning and prevent pupils from becoming expert learners: physical barriers, belief systems, barriers related to access to the curriculum (access to objectives, materials, the organisation of time and space, assessment), and so forth.<\/p>\n

Variability<\/strong> refers to learning itself \u2014 to the way each of us learns \u2014 bearing in mind that the neural connections activated during learning differ from one individual to another. We possess different capacities and abilities, and face the challenge of responding to an environment that we ourselves perceive differently. To understand the concept of variability, one must examine the relationship each individual establishes with their environment and determine which elements prove decisive.<\/p>\n

The iterative process<\/strong> is linked to the improvement of learning and seeks to ensure that pupils become expert learners through reflection, repeated experience and reflective practice. Reflection on action, feedback and error understood as a positive element of improvement constitute the fundamental pillars for overcoming barriers and achieving goals. The iterative process also refers to the teacher\u2019s own work in designing teaching and learning: anticipating variability, implementation, the identification of barriers and the revision of planning. Through implementation and reflective processes, the teacher too becomes an expert learner.<\/p>\n

The concept of the expert learner<\/strong> lies at the very heart of UDL. An expert learner is someone capable of learning with appropriate resources, defining the objective that frames their learning, understanding error as part of the learning process and assimilating new learning through an iterative process. Pupils who become expert learners are resourceful: they know where to seek information and resources, commit themselves to tasks, learn from mistakes, persist in pursuing goals and assume responsibility for their own learning\u201d.<\/p>\n

\u201cUniversal Design for Learning (UDL) is a framework structured around three fundamental principles reflected in the three brain networks involved in learning.<\/p>\n

Affective networks<\/strong> are responsible for motivation and engagement in learning, directly related to WHY<\/strong> we learn. For this reason, strategies must be offered to foster interest and motivation, sustain effort and persistence, and provide options that facilitate self-regulation, with the aim of developing motivated and proactive expert learners.<\/p>\n

Recognition networks<\/strong> are responsible for the perception and comprehension of information and are related to WHAT<\/strong> we learn. In order to promote representation and understanding, teachers must activate and take into account pupils\u2019 prior knowledge and offer varied options that facilitate perception and comprehension through different languages and means of accessing information.<\/p>\n

Strategic networks<\/strong> are responsible for action and expression and correspond to HOW<\/strong> we learn. They govern executive functions such as planning, organisation, working memory, time management, self-regulation and attention, which make it possible to direct actions towards achieving objectives and solving problems \u2014 key skills both for educational success and for life itself.<\/p>\n

The Universal Design for Learning guidelines constitute a framework<\/strong> that helps teachers develop teaching-and-learning environments while taking into account the three brain networks principally involved in learning and the variability of learners. This set of strategies forms the basis for creating flexible environments capable of maximising learning opportunities for all pupils.<\/p>\n

The principles underpinning Universal Design for Learning are aligned with the brain\u2019s neural learning networks and \u201care based on practical research in fields such as cognitive psychology, learning sciences, developmental psychology and neuroscience\u201d (Rose and Gravel, 2010). These principles are threefold:<\/p>\n

Provide multiple means of motivation and engagement.<\/p>\n

Provide multiple means of representation.<\/p>\n

Provide multiple means of action and expression.<\/p>\n

Each of these principles is divided into three guidelines with corresponding indicators that help us design flexible environments\u201d.<\/p>\n

As I said earlier, we shall leave matters there. I shall simply ask readers to think of an ordinary Catalan teacher, whether in primary or secondary education, with around six classes a day, roughly a thousand a year, and between 150 and 250 pupils depending on their subject specialism. I shall add nothing further.<\/p>\n

\n

Source:\u00a0educational EVIDENCE<\/strong><\/p>\n

Rights:\u00a0Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Not so long ago, we teachers associated with \u201ctransmissivist\u201d approaches in Catalonia were accused of some rather serious \u2014 and imaginative \u2014 offences. 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