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The CAIT methodology (Beltran and Perez, 2003) has made a great contribution to those teachers who, from their custom activity in the classroom needed a powerful theoretical support that could structure their programming based on the human learning process in a flexible and adaptable way, in order to better fix with what different students need. Therefore, one of the great contributions made by this methodology is to allow these programs to become inclusive by allowing any student to be part of the proposed activities. We could say that what we in Spain and the Spanish-speaking world are calling D.U.A. (Alba, 2012), adapted from the U.D.L. Anglo-Saxon -Universal Design for Learning- (Kennette and Wilson, 2019) somehow collects what had already been formulated by other authors and methodologies that realized that the future of educational innovation would come from inclusive programming that would enhance the best of each student. On the other hand, the Scholas methodology and the culture for encountering that the Catholic Pope Francisco (Fares, 2014) is proposing as an international pedagogical movement, is precisely the participation of all students, in all places and in all possible educational situations, promoting the encounter with other different students (in any field) and their positive and cooperative impact in the different contexts from which they come. In this communication it will be analyzed the connection points between both methodologies and how the path of the first of these can help the second. In other words: how the learning strategies of the processes of sensitization, elaboration and personalization proposed by the CAIT methodology can help and find correspondence in the learning with heart, head and hands that the international methodological proposal of Scholas speaks about.

Metodología CAIT y metodología SCHOLAS: pedagogía de la inclusión para el encuentro