PRACTICAL CASE: Inclusion, accessibility and Universal Design for Learning in the English area in a Year 5 Primary classroom in a rural school

PART A — PRACTICAL CASE TO BE DEVELOPED

SCHOOL CONTEXT

This practical case is set in a Colegio Rural Agrupado (CRA) located in an inland district of the Comunitat Valenciana. The socio-cultural environment is of a medium-low level, with an economy based primarily on dry-land farming, rural tourism and small local businesses. The school is notable for its strong community roots, its privileged natural surroundings and a firm commitment to sustainability and the 2030 Agenda.

We are in the third term of the school year. The teaching team has as its priority objective the development of interdisciplinary projects that connect students' learning with the conservation of the local natural environment.

CLASS GROUP

The class group under consideration is Year 5 of Primary Education, organised as a mixed-age unit in this section of the CRA, with a total of 14 students. Given the low pupil-to-teacher ratio, the classroom atmosphere is very warm and supportive, although notable heterogeneity is observed in terms of learning pace and levels of linguistic competence in the foreign language (English), ranging from an initial A1 level to a developing A2 level according to the CEFR (Common European Framework of Reference for Languages).

STUDENTS

Within the group, three diverse profiles are identified that require differentiated educational attention:

• Hugo (Student with NEAE due to Specific Learning Difficulties — Dyslexia): He has a recent diagnosis of developmental dyslexia. He presents significant difficulties in reading decoding, spelling in English (due to the phonological opacity of the language) and text processing speed. His listening comprehension and motivation towards communicative and hands-on tasks are excellent. He requires an educational response at Level II (additional mainstream measures) focused on text accessibility, visual scaffolding and flexibility in assessment tools.
• Aitana (Student with NEAE due to High Intellectual Abilities): She displays great curiosity, a very fast learning pace, excellent communicative competence in English and strong leadership skills. She tends to become unmotivated when tasks are repetitive or excessively guided. She requires curricular enrichment through extension tasks and roles of mediation or active creation.
• Marc (Student with ADHD — inattentive subtype): He has difficulty sustaining attention, planning complex tasks and organising his space and materials. He benefits enormously from clear routines, broken-down instructions, visual support and the use of manipulative and interactive digital resources.

RESOURCES AND TEACHING STAFF

For the development of educational practice, the following human and material resources are available:

• Foreign Language (English) Specialist: Responsible for the design, implementation and assessment of the didactic plan.
• Therapeutic Pedagogy (PT) Teacher: Provides in-class support in the mainstream classroom for 2 hours per week, coinciding with English sessions, which facilitates team teaching and co-teaching to meet the diverse needs of Hugo and Marc.
• Language Assistant: A native speaker, present in the classroom for 1 hour per week to facilitate interaction and speaking activities.
• Material resources: A trolley of tablet computers with internet access, an Interactive Digital Whiteboard (IWB), various manipulative materials and an ecological school garden adjacent to the classroom.

DEVELOPMENT QUESTIONS

1. UDL Design and Implementation / Level II: How would you design and sequence a learning situation in this third term (for example, the creation of a digital and interactive "Eco-Guide" to local fauna and flora in English) that integrates Level II response measures for Hugo (dyslexia) and guarantees the active participation and enrichment of all students (including Aitana and Marc) under the principles of Universal Design for Learning (UDL)? Pay particular attention to specific methodological strategies for teaching English as an L2 in this context.

2. Competence-Based Assessment: Propose a detailed design of the assessment process for this learning situation in the Foreign Language (English) area, specifying the curricular assessment criteria of the Comunitat Valenciana that are mobilised, the formative, shared and ongoing assessment tools adapted to the needs of the students (Hugo, Aitana and Marc), and the levels of attainment to ensure equitable and barrier-free assessment.

PART B — 30 MULTIPLE-CHOICE QUESTIONS

Question 1. In accordance with Real Decreto 157/2022, which establishes the minimum content of Primary Education, how are basic knowledge defined? a) They are the learning objectives expressed in terms of observable and measurable behaviours at the end of each cycle. b) They are the obligatory minimum contents that must be memorised sequentially in each of the subject areas. c) They are the knowledge, skills and attitudes that constitute the contents of a subject area and whose acquisition is necessary for the development of the specific competences. d) They are the evaluable learning standards that determine the academic performance of students.

Question 2. Within the framework of the LOMLOE, which of the following options best defines the purpose of Plurilingual Competence? a) To use different languages, spoken or signed, appropriately and effectively for learning and communication. b) To achieve native and identical mastery of the grammar, vocabulary and pronunciation of at least two foreign languages. c) To translate complex texts in writing between one's mother tongue and the languages of instruction at school. d) To know the philological history and etymological origins of the languages of the European Union.

Question 3. According to the inclusion regulations of the Comunitat Valenciana (Decreto 104/2018), what mainly characterises Level II educational response measures? a) They are extraordinary measures aimed at students with SEN that involve significant curricular adaptations and placement in specialist units. b) They are mainstream measures aimed at a class group or an individual student, of a methodological or organisational nature, which do not alter the essential elements of the curriculum. c) They are general whole-school measures aimed at raising awareness among the educational community and organising shared spaces. d) They are additional specialised support measures delivered exclusively outside the mainstream classroom by healthcare professionals.

Question 4. Ley 1/2024, of the Comunitat Valenciana, on the regulation of educational freedom, addresses the school linguistic sphere by promoting: a) The imposition of a single compulsory vehicular language for all non-linguistic areas of the Primary curriculum. b) The right of families to choose the base language of learning for their children within the Valencian education system. c) The complete elimination of the foreign language in the first cycle of Early Childhood Education. d) The requirement that all science subjects be taught exclusively in English from Year 3 of Primary Education onwards.

Question 5. According to Real Decreto 157/2022, what are assessment criteria? a) The operational descriptors indicating the level of digital competence achieved by the teaching staff. b) The quantitative grading tools used to assign a numerical mark to students' academic records. c) The methodological guidelines for designing complementary activities outside the school. d) The benchmarks that assess the degree of acquisition of the specific competences and the achievement of the objectives of each subject area.

Question 6. In accordance with the LOMLOE, the assessment of students in the Primary Education stage shall be: a) Holistic, continuous and formative, and shall take into account the student's progress across the entirety of the learning processes. b) Summative, final and punitive, focused on standardised written examinations at the end of each term. c) Homogeneous and uniform, applying identical scales without any possibility of methodological adaptation or flexibility. d) Selective and classificatory, with the aim of grouping students by academic performance from the first cycle onwards.

Question 7. In Decreto 106/2022, which establishes the order and curriculum of Primary Education in the Comunitat Valenciana, the specific competences of the subject areas are closely linked to: a) Traditional contents divided strictly into conceptual topics. b) The operational descriptors of the exit profile of students at the end of compulsory education. c) The tutorial action plan and the school's internal rules and regulations. d) The entrance assessments for compulsory secondary education.

Question 8. In the design of a learning situation, the challenge or final task set must be characterised by: a) Being a mechanical exercise of direct translation and memorisation of irregular verbs. b) Being a real-life problem or activity, contextualised, meaningful and requiring the integrated mobilisation of basic knowledge. c) Being limited to an individual multiple-choice paper-based examination carried out under strict time conditions. d) Being unrelated to students' interests so as to guarantee the scientific objectivity of the subject matter.

Question 9. According to the LOMLOE, in which year of Primary Education will schools carry out a diagnostic assessment of the competences acquired by their students? a) In Year 2 of Primary Education. b) In Year 3 of Primary Education. c) In Year 4 of Primary Education. d) In Year 6 of Primary Education.

Question 10. The exit profile of students at the end of compulsory education, according to RD 157/2022, constitutes: a) The specification of the essential learning outcomes and key competences that students must have acquired and developed by the end of compulsory education. b) An administrative document that is only completed for students who present learning difficulties. c) A list of quantitative grades for the core subject areas of the final year. d) The digital portfolio of artistic productions created throughout the period of schooling.

Question 11. Which of the following options describes the components of the "4 Cs" model in the CLIL approach (Content and Language Integrated Learning)? a) Context, Creativity, Collaboration, Comprehension. b) Content, Communication, Cognition, Culture. c) Curriculum, Classroom, Control, Correction. d) Cohesion, Coherence, Competence, Communication.

Question 12. For a student with dyslexia (such as Hugo) learning English as an L2, which approach to teaching reading and writing has the greatest scientific backing? a) The whole language reading method based solely on visual memorisation of whole words. b) The Multisensory Structured Phonics approach, which explicitly associates phonemes, graphemes and gestures. c) Repetitive individual copying of lists of decontextualised vocabulary. d) Extended silent reading of complex texts without any form of scaffolding or audio support.

Question 13. The Total Physical Response (TPR) method, developed by James Asher, is based didactically on: a) The association of listening comprehension with physical action and bodily movement before demanding verbal production. b) The exclusive learning of English grammar through the translation of physical education texts. c) The use of moderate physical punishment to correct pronunciation errors in the classroom. d) The priority development of literacy through the use of handwriting worksheets and fine motor exercises.

Question 14. In foreign language didactics, what is understood by "scaffolding" in oral production tasks? a) The process of immediately and systematically correcting any grammatical error made by the student. b) The provision of temporary supports (such as sentence starters, visual aids and key vocabulary) to guide the student's production. c) The conducting of individual oral examinations without prior preparation in a high-pressure environment. d) The exclusive use of the teacher's mother tongue to explain the most complex syntactic structures.

Question 15. Which of the following tools is most suitable for carrying out formative and shared assessment of the speaking skill in an English project in Year 5 of Primary Education? a) An objective written fill-in-the-gaps test with the correct verb form. b) An illustrated self-assessment and peer assessment rubric, with clear achievement descriptors that students know in advance. c) A checklist that records only the number of pronunciation errors made. d) A final oral examination involving direct translation of isolated sentences in front of the teacher.

Question 16. According to Stephen Krashen's "Comprehensible Input" hypothesis (i + 1), the English teacher should provide students with: a) Texts and discourse that are well below their current level so as to avoid any hint of frustration. b) Linguistic input that contains elements one step beyond their current level of competence, supported by context and visual elements. c) Exclusively native-speaker audio materials at natural speed and without any methodological adaptations from the very first day of class. d) Lists of abstract grammatical rules explained theoretically in the students' mother tongue.

Question 17. The Communicative Language Teaching (CLT) approach to English teaching primarily promotes: a) The precise memorisation of formal language structures and their choral repetition. b) The use of the language in real contexts to carry out meaningful interactions, prioritising fluency and communicative effectiveness. c) The literal translation of classical Anglo-Saxon literary works into Spanish or Valencian. d) The learning of English phonetics through the transcription of symbols from the International Phonetic Alphabet (IPA).

Question 18. In Task-Based Language Teaching (TBLT) methodology, what is the correct sequence of phases in a session or teaching unit? a) Examination — Theoretical explanation — Repetitive exercises. b) Pre-task — Task cycle — Language focus (Post-task). c) Text reading — Written translation — Vocabulary memorisation. d) Warm-up — Individual test — Final written grade.

Question 19. The role of the Language Assistant in the Primary Education classroom should focus primarily on: a) Completely replacing the English specialist teacher, taking on the group's tutorship and grading students. b) Carrying out administrative tasks such as correcting written examinations and preparing photocopies in the department. c) Developing students' oral communicative competence, modelling natural pronunciation and bringing sociocultural aspects of their home country closer to students. d) Delivering lecture-style lessons on historical grammar in sessions where the specialist is not present.

Question 20. In reading comprehension in a foreign language, the strategy of "scanning" consists of: a) Reading a text quickly to obtain an overall or general idea of its global content. b) Translating the full text line by line, noting the meaning of each word in a bilingual dictionary. c) Quickly and selectively searching for a specific piece of information (such as a number, a name or a date) in the text. d) Reciting the text aloud paying exclusive attention to intonation and phonetic rhythm.

Question 21. According to Jean Piaget's theory of cognitive development, students in Year 5 and Year 6 of Primary Education (approximately 10 to 12 years old) are generally in the transition between: a) The sensorimotor stage and the preoperational stage. b) The concrete operational stage and the formal operational stage. c) The intuitive stage and the symbolic stage. d) The stage of heteronomous morality and social anomy.

Question 22. Lev Vygotsky defines the Zone of Proximal Development (ZPD) as: a) The physical free-play space where students interact without the presence or supervision of an adult. b) The distance between the level of actual development (what can be done alone) and the level of potential development (what can be done with the help of a more capable guide or peer). c) The genetically determined limit of intelligence that prevents a student from learning a foreign language. d) The period of childhood in which egocentric speech disappears completely.

Question 23. According to Jerome Bruner, the concept of the "Spiral Curriculum" implies that: a) Fundamental topics and concepts must be taught recurrently over time, progressively increasing their level of complexity and depth. b) The curriculum must be strictly circular, repeating exactly the same contents year after year without variation. c) Students must study contents in a disorganised and random manner according to their daily mood. d) The arts subjects must be the central axis around which all other subjects revolve in a subordinate manner.

Question 24. Howard Gardner's Theory of Multiple Intelligences suggests that the English teacher should: a) Classify students using a single Intelligence Quotient (IQ) test to group them by homogeneous performance levels. b) Focus L2 teaching exclusively on linguistic-verbal intelligence through traditional written tasks. c) Offer a variety of learning and expression pathways (musical, spatial, bodily-kinaesthetic, interpersonal, etc.) so that all students can access the curriculum. d) Avoid the use of songs, drawings or movement activities, considering them a waste of academic time.

Question 25. According to David Ausubel's theory of Meaningful Learning, an essential condition for this type of learning to occur is that: a) The student receives information in a purely rote and repetitive manner without understanding its utility. b) The new information is related in a substantive and non-arbitrary way to the prior knowledge the student already possesses. c) The teacher applies a strict system of behaviourist rewards and punishments. d) Activities are always carried out individually and in complete silence in the classroom.

Question 26. In the integration of digital technologies in the English area, the SAMR model (developed by Ruben Puentedura) proposes four levels of technological integration, which are: a) Selection, Adaptation, Mediation and Realisation. b) Substitution, Augmentation, Modification and Redefinition. c) Software, Application, Multimedia and Networks. d) Simplicity, Accessibility, Motivation and Rigour.

Question 27. To address SDG 15 (Life on Land) in the English area in a rural CRA, the most coherent didactic strategy from a competence-based approach is: a) Requiring students to copy and translate a Wikipedia text on global deforestation. b) Designing an action-research project in which students create bilingual posters to protect the biodiversity of their own natural surroundings. c) Memorising a list of 50 English words for types of exotic trees from the Amazon rainforest. d) Watching a two-hour English-language documentary without subtitles or any prior or subsequent scaffolding activities.

Question 28. Which of the following actions effectively promotes co-education and gender equality in the foreign language classroom? a) Using traditional textbooks in which women appear represented exclusively in domestic caring roles. b) Organising debates in which leadership and spokesperson roles are assigned equitably, and highlighting the contributions of women scientists and writers from English-speaking countries. c) Physically separating boys and girls in the classroom to avoid conflict during role-plays. d) Assuming that the use of the English language is intrinsically neutral and requires no critical reflection on stereotypes.

Question 29. In accordance with Ley Orgánica 3/2018 (LOPDGDD) on the protection of personal data and the guarantee of digital rights, in order to publish a video of students performing a theatrical piece in English on the school website: a) It is sufficient to have the direct verbal authorisation of the participating students on the day of the recording. b) It is essential to have the prior express, written and informed consent of the parents, mothers or legal guardians of minors under 14 years of age. c) It may be published freely as it is a compulsory school activity included in the didactic plan. d) It is sufficient to pixelate only the face of the student who presents learning difficulties or specific needs.

Question 30. From the perspective of Neuroeducation applied to the Primary classroom, authors such as Francisco Mora emphasise that: a) The brain only learns that which excites it and meaningfully awakens its curiosity and attention. b) The sustained attention of a 10-year-old child can be maintained optimally during theoretical explanations lasting more than 60 consecutive minutes. c) The learning of a second language must be based on stress and assessment pressure to accelerate cerebral plasticity. d) Physical movement and positive emotions interfere negatively with the consolidation of long-term memory.