Since the entry into the Bologna process, higher education has been looking for a transformation that allows new possibilities for graduates in the labor market. Employability is one of the main objectives to be achieved with the creation of the European Higher Education Area. Therefore, universities must make a change in training models, from traditional to an active approach, student-centered. This requires not only a change in the role of teachers and their teaching methods, but also greater student responsibility over their own learning and a new way of approaching it.

The main aim of our research is to promote in students a new way of learning and to integrate the theoretical basis of different knowledge in a practical way, reflecting their professional reality. The specific aims are to study a specific learning difficulty and to design an intervention program for the classroom; to know the possibilities of applying ICT with learning difficulties; to analyze the effects  generated by the actions and decisions we make in a class on the whole scholastic organization.  

So, the question we contemplate is: does  academic training improve with these kinds of projects?  

This is the reason for a proposed  methodology change in that which we have been using up to now, innovating for a more comprehensive training of our students,  endowing  university students with skills to face the working world in a more effective form.

We propose to create an interdisciplinary experience where students are faced with a similar situation that could be found in their professional future. From the subjects of "learning difficulties", "School organization" and "Research methodology, Educational Innovation and ICT", we designed a common work for 2nd grade students of Elementary Teachers. They had to: choose a learning disability, research on it, check what intervention guidelines are often carried out with these difficulties, and try to carry out these interventions through ICT, analyzing how it affects all throughout this process, the decisions they made, and so on in school organization.

The interdisciplinary perspective, aims to integrate knowledge of the three subjects with a single purpose, to supply the requirements that real life present us in an efficient way, to analyze the potential and real difficulties. This promotes greater understanding of the knowledge that students acquire, and takies on new challenges they will probably encounter in their professional lives which is something that enhances their learning process in a meaningful way.

We also consider collaborative and cooperative work, so the group composition was randomly generated, so the students had to work with those who they never used to work with, like the challenge that they face when they get a center and should work with other teachers who they do not know and who think differently. This involves the development of certain values and necessary skills to encourage teamwork.

Montero, M. (2010). El proceso de Bolonia y las nuevas competencias. Tejuelo, 9, 19-37. Consulted in: http://iesgtballester.juntaextremadura.net/web/profesores/tejuelo/vinculos/articulos/r09/03.pdf