This program is a complete update of knowledge, what are you waiting for to enroll and become your best professional version?”

Addressing special disorders in education is an imminent need, which is why teachers play an important role in the management of musculoskeletal diseases, eye and hearing problems. To this extent, the role of the educator is of utmost importance for the development of physical skills and the management of appropriate behavior in different social situations.

Thus, it is essential to update knowledge in terms of educational techniques and methodologies, since the teachers have to identify students with motor problems and use education to overcome their difficulties and problems. Thus, by combining education and the different types of therapies for the management of skills, they will be able to maximize the physical abilities of their students.

Finally, this Postgraduate diploma will address specific aspects of the diseases that affect the locomotor system and that in turn have an impact on the senses of vision and hearing. This will help the professionals to perform a better praxis, so that their deployment in the classroom will demonstrate a broad knowledge and more than effective management of students with motor problems or difficulties. However, they will also acquire basic knowledge about therapies in the case of a medical emergency.

Therefore, this program is presented as an opportunity for the professionals in the educational sector. With an innovative 100% online format, it will have the best academic features, specialist teachers in the field, highly efficient materials and the necessary content for today's industry.

Stand out and be part of the best educators of the future, who contribute to the education of thousands of children, youth and adults”

This Postgraduate diploma in Motor Disorders, Eye and Hearing Problems contains the most complete and up-to-date Educational program on the market. Its most outstanding features are:

• Practical cases presented by experts in Motor Disorders, Eye and Hearing Problems
• The graphic, schematic and eminently practical contents of the book provide information and practice on those disciplines that are essential for professional practice
• Practical exercises where the self-assessment process can be carried out to improve learning
• Its special emphasis on innovative methodologies
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

Update your skills in neurological bases of development and learning and become an expert with the use of the most advanced educational tools”

The program’s teaching staff includes professionals from the sector who contribute their work experience to this training program, as well as renowned specialists from leading societies and prestigious universities.

Its multimedia content, developed with the latest educational technology, will provide the professionals with situated and contextual learning, i.e., a simulated environment that will provide an immersive education programmed to learn in real situations.

This program is designed around Problem-Based Learning, whereby students must try to solve the different professional practice situations that arise throughout the program. For this purpose, students will be assisted by an innovative, interactive video system created by renowned and experienced experts. 

Contributes to the special education of children with Motor Disorders and Eye and Hearing Problems"

Take your knowledge to the maximum and learn about the management of diseases of the locomotor system to solve emergencies in the classroom"

This syllabus was designed to meet the highest standards of academic demand, so it is full of audiovisual material, self-knowledge exercises and informative readings. All this was selected by the brightest minds in the industry, so that its content will be exclusive only for professionals who wish to take the program. In this way, they will have access to a broad compendium of information, which will serve and help them face the future challenges of the profession

This program will allow you to achieve your goals and improve your skills for the professional challenges you will face in the classroom”

Module 1. Neurodevelopmental Disorders: Motor Disorders/Musculoskeletal System Diseases/Nervous System Diseases

1.1. Concept and Definition of Motor Disorders/Diseases of the Musculoskeletal and Connective System

1.1.1. Definition of the Locomotor System
1.1.2. Functions of the Locomotor System
1.1.3. Importance of the Locomotor System
1.1.4. Development of the Locomotor System
1.1.5. Referred Disorders of the Locomotor System
1.1.6. Definition of the Musculoskeletal System
1.1.7. Functions of the Musculoskeletal System
1.1.8. Importance of the Musculoskeletal System
1.1.9. Development of the Musculoskeletal System
1.1.10. Disorders of the Muculoskeletal System
1.1.11. Definition of the Connective System
1.1.12. Functions of the Connective System
1.1.13. Importance of the Connective System
1.1.14. Development of the Connective System
1.1.15. Disorders of the Connective System

1.2. Classification of Motor Disorders/Musculoskeletal and Connective System Diseases

1.2.1. Relationship between DSM - V and ICD-10 Classifications between Motor Disorders and Skeletal System and Connective System Disorders
1.2.2. DSM-V Classification
1.2.3. Disorders Not Included in the DSM-V
1.2.4. ICD-10 Classification
1.2.5. Disorders Not Included in the ICD-10
1.2.6. The Need for Consensus between Both Classifications
1.2.7. DSM - V and ICD-10 Disorders in Common
1.2.8. Differences between DSM - V and ICD-10 Classifications
1.2.9. Contributions of the Differences Between the Classifications Between DSM-V and CIE-10 to the Work of the Teacher Specialist in Therapeutic Pedagogy for Teachers
1.2.10. Common Contributions of DSM - V and ICD-10 Classifications to the Work of the Teacher Specialist in Therapeutic Pedagogy

1.3. Incidences in Developmental Stages

1.3.1. Definition and Concept of Motor Developmental Stages
1.3.2. Definition and Concept of the Musculoskeletal and Connective Systems Developmental Stages
1.3.3. The Need to Unify the Stages
1.3.4. Milestones in Development
1.3.5. Embryo and Fetus Incidents: Consequences
1.3.6. First Year of Life Incidents: Consequences
1.3.7. Proximate-Distal Law Incidents: Consequences
1.3.8. Cephalo-Caudal Law Incidents: Consequences
1.3.9. Gait Incidents: Consequences
1.3.10. Other Incidents

1.4. Multiprofessional Coordination

1.4.1. Definition of Multiprofessional Coordination
1.4.2. The Need for Multiprofessional Coordination
1.4.3. Family as the Core of Multiprofessional Coordination
1.4.4. Diagnosing Disorders
1.4.5. Education Center Professionals: Coordination
1.4.6. Physiotherapist Intervention in and out of School
1.4.7. Orthoprosthetist Intervention in and out of School
1.4.8. Education Center External Professionals: Coordination
1.4.9. Coordination between Internal and External Professionals
1.4.10. The Teacher Specialist in Therapeutic Pedagogy as a Liaison between Professionals

1.5. Documentation and Organization According to Student Needs

1.5.1. Disorder Diagnosis Documentation
1.5.2. Disorder Revisions and Follow-up
1.5.3. Physiotherapist Documentation
1.5.4. Disorder Revisions and Follow-up by Physiotherapists
1.5.5. Orthotist Documentation
1.5.6. Disorder Revisions and Follow-up by Orthotists
1.5.7. School Documentation
1.5.8. Psychopedagogic Evaluation to Determine Student Needs in the Classroom
1.5.9. Elaborating Individual Curricular Adaptation Documents
1.5.10. Individual Curricular Adaptation Document Follow-up

1.6. Educational Intervention According to Developmental Stage

1.6.1. Developmental Milestones for Educational Intervention
1.6.2. Diagnosis: Early Stimulation
1.6.3. Educational Intervention to Promote Cephalic Support
1.6.4. Educational Intervention to Promote Torso Support
1.6.5. Educational Intervention to Promote Support to Stand Upright
1.6.6. Educational Intervention to Promote Proximal-Distal Law
1.6.7. Educational Intervention to Promote Cephalic-Caudal Law
1.6.8. Educational Intervention to Promote Gait
1.6.9. Educational Intervention to Improve Hypotonia
1.6.10. Educational Intervention to Improve Hypotonia

1.7. Adapted Individual Tools and Supplies

1.7.1. Concept of School Activities
1.7.2. The Need for Preliminary Activities for Special Educational Needs Students
1.7.3. The Need for Final Activities for Special Educational Needs Students
1.7.4. Classroom Adaptation
1.7.5. School Adaptation
1.7.6. Tabletop Supplies
1.7.7. School Ambulation Supplies
1.7.8. School Recess Supplies
1.7.9. Food and Cleaning Supplies at School
1.7.10. Other Materials

1.8. Adapted Collective Tools and Supplies

1.8.1. Concept of Collective Tools and Supplies: The Need to Include Students
1.8.2. Tools and Supplies Classification According to the Setting
1.8.3. Tools and Supplies Classification According to Use
1.8.4. Classroom Supplies
1.8.5. School Supplies
1.8.6. Recess Area Supplies
1.8.7. Cafeteria and Bathroom Supplies
1.8.8. Information and Signs for Common Use
1.8.9. Adapting Common Spaces: Ramps and Elevators
1.8.10. Other Tools and Supplies

1.9. School-Based Socio-Community Intervention

1.9.1. Concept of Socio-Community Intervention
1.9.2. Justification of Socio-Community Intervention in Special Educational Needs Students
1.9.3. Coordinated Intervention by All Education Professionals at School
1.9.4. Coordinated intervention by Non-Teaching School Personnel
1.9.5. Coordinated Intervention with Class families
1.9.6. Intervention with External Resources: Extracurricular Outings
1.9.7. Intervention with External Cultural Resources: Zoos or Museums, and Others
1.9.8. Coordinated Intervention with Other Resources in the Immediate Surroundings: Library or Municipal Sports Center, and Others
1.9.9. Applying for Socio-Community Resources: Scholarships and Other Aid
1.9.10. Other Socio-Community Interventions

1.10. Evaluation and Prognosis

1.10.1. First Diagnosis: Family Reaction
1.10.2. Family Support in Accepting the Diagnosis
1.10.3. Information and Family Meetings
1.10.4. Information and Special Needs Student Meetings
1.10.5. School Intervention in Assessment: The Role of Specialized Teachers in Therapeutic Pedagogy for High School
1.10.6. Multiprofessional Intervention in the Evaluation
1.10.7. Joint Measures to Achieve the Best Prognosis
1.10.8. Programming a Multiprofessional Intervention Schedule
1.10.9. Intervention Review and Follow-up: Evaluation
1.10.10. Improvement Proposals for Multiprofessional Intervention

Module 2. Eye Diseases

2.1. Concept and Definition of the Eye and Its Diseases

2.1.1. Introduction to the Nervous System
2.1.2. Definition of the Eye and Function
2.1.3. Parts of the Eye
2.1.4. Description of the Visual Process
2.1.5. Image Formation
2.1.6. Normal and Binocular Vision
2.1.7. Visual Perception
2.1.8. Importance of the Visual System
2.1.9. Definition of Eye Diseases
2.1.10. Neuro-Ophthalmology

2.2. Classification of Eye Diseases

2.2.1. Congenital Diseases
2.2.2. Syndromes with Ocular Involvement
2.2.3. Colorblindness
2.2.4. Infectious Agents
2.2.5. Diseases Associated with Refraction Defects
2.2.6. Diseases Concerning the Neuroanatomy of the Eye (Cornea, Retina and Optic Nerve)
2.2.7. Amblyopia
2.2.8. Strabismus
2.2.9. Visual Impairment
2.2.10. Ocular Trauma

2.3. Neurological Basis for Development and Learning

2.3.1. Human Development Pyramid
2.3.2. Developmental Phases
2.3.3. Developmental Levels
2.3.4. Sensory Level Location in the Developmental Pyramid and Its Significance
2.3.5. General Outline of Neurodevelopment
2.3.6. Sensory and Perception Neurodevelopent in Childhood
2.3.7. Early Sensation Development
2.3.8. Color Perception Development
2.3.9. Perceptual Organization Development
2.3.10. Motion Perception

2.4. Incidents in Developmental Stages

2.4.1. Risk Factors in Developmental Stages
2.4.2. Development of the Visual System at Birth
2.4.3. Development of Sensory Systems during Infancy
2.4.4. Implications for Visual Attention
2.4.5. Implication for Visual Memory
2.4.6. Implications for Reading Skills
2.4.7. Influence of Vision on the Visuomotor System and its Development
2.4.8. Incidents in the Development of Reading Skills in the Learning Process
2.4.9. Incidents in the Development of Writing Skills in the Learning Process
2.4.10. Other Incidents

2.5. Multiprofessional Coordination

2.5.1. Teacher Specialized in Therapeutic Pedagogy for Teachers
2.5.2. Hearing and Speech Teacher Specialist
2.5.3. Special Education Monitors during Schooling
2.5.4. Educators
2.5.5. Curricular Support Teachers
2.5.6. Deafness and Blindness Mediators
2.5.7. Social Educators
2.5.8. Educational Guidance Teams
2.5.9. Specialized Educational Guidance Teams
2.5.10. Guidance Departments
2.5.11. Professional Eye Disease Doctors

2.6. Documentation and Organization According to Student Needs

2.6.1. Psychopedagogic Evaluation
2.6.2. Neuropsychopedagogic Reports
2.6.3. Ophthalmological Reports
2.6.4. Medical Documentation Specific to the Disease
2.6.5. Disorder Monitoring
2.6.6. School Documentation
2.6.7. Social Services
2.6.8. Social Organization
2.6.9. Center Organization
2.6.10. Classroom Organization
2.6.11. Family Organization

2.7. Educational Intervention According to Developmental Stages

2.7.1. Adaptations at the Education Center Level
2.7.2. Adaptations at the Classroom Level
2.7.3. Adaptations at the Personal Level
2.7.4. Computer Supplies
2.7.5. Educational Intervention in Early Childhood
2.7.6. Educational Intervention in Second Childhood
2.7.7. Educational Intervention in Maturity
2.7.8. Intervention to Promote Visual Capacity
2.7.9. Educational Intervention to Promote the Reading-Writing Process
2.7.10. Intervention with Families

2.8. Adapted Tools and Supplies

2.8.1. Tools to Work with Visually Impaired Students
2.8.2. Tools to Work with Visually Disabled Students
2.8.3. Adapted Individual Supplies
2.8.4. Adapted Collective Supplies
2.8.5. Visual Skills Programs
2.8.6. Adapting Curricular Elements
2.8.7. Adapting Shared Spaces
2.8.8. Tiflotecnología
2.8.9. Visual Technical Assistance
2.8.10. Visual Stimulation Programs

2.9. School-Based Socio-Community Intervention

2.9.1. Concept of Socio-Community Intervention
2.9.2. Student Body Schooling
2.9.3. Child Socialization
2.9.4. Extracurricular Outings
2.9.5. Family Circle
2.9.6. Relation Between Family and School
2.9.7. Peer-to-Peer Relationships
2.9.8. Leisure and Free Time
2.9.9. Professional training
2.9.10. Social Inclusion

2.10. Disease Evaluation and Prognosis

2.10.1. Signs of Visual Problems
2.10.2. Attitudinal Observation of the Student
2.10.3. Ophthalmologic examination
2.10.4. Psychopedagogic Evaluation
2.10.5. Assessing the Degree of Adjustment for Visual Disabilities
2.10.6. Differences Associated with Visual Pathology
2.10.7. Family Coexistence Analysis
2.10.8. Functional Vision Student Evaluation Test
2.10.9. Visual Stimulation Programs and Ranges
2.10.10. Visual Rehabilitation

Module 3. Ear Diseases

3.1. Concept and Definition of the Ear and Its Diseases

3.1.1. Introduction to the Nervous System
3.1.2. Definition of the Ear and Function
3.1.3. Parts of the Ear
3.1.4. General Neuroanatomical Basis of the Ear
3.1.5. Development of the Auditory System
3.1.6. Balance System
3.1.7. Description of the Auditory Process
3.1.8. Auditory Perception
3.1.9. Importance of the Auditory System
3.1.10. Definition of Ear Diseases

3.2. Classification of Ear Diseases

3.2.1. Congenital Diseases
3.2.2. Infectious Agents
3.2.3. Diseases of the Outter Ear
3.2.4. Diseases of the Middle Ear
3.2.5. Diseases of the Inner Ear
3.2.6. Hearing Loss Classification
3.2.7. Psychobiological Aspects of Hearing Loss
3.2.8. Ear Trauma

3.3. Neurological Basis for Development and Learning

3.3.1. Human Development Pyramid
3.3.2. Developmental Phases
3.3.3. Developmental Levels
3.3.4. Sensory Level Location in the Developmental Pyramid and Its Significance
3.3.5. General Outline of Neurodevelopment
3.3.6. Sensory and Perception Neurodevelopent in Childhood
3.3.7. Development of Auditory Processing Related to Language
3.3.8. Social Development

3.4. Incidents in Developmental Stages

3.4.1. Risk Factors in Developmental Stages
3.4.2. Development of the Hearing System at Birth
3.4.3. Development of Sensory Systems during Infancy
3.4.4. Influence of Hearing on Balance Development in the Early Stages of Learning
3.4.5. Communication Difficulties
3.4.6. Motor Coordination Difficulties
3.4.7. Influence on Attention
3.4.8. Functional Implications
3.4.9. Implications for Reading Skills
3.4.10. Emotional Incidents

3.5. Multiprofessional Coordination

3.5.1. Teacher Specialized in Therapeutic Pedagogy for Teachers
3.5.2. Hearing and Speech Teacher Specialist
3.5.3. Special Education Monitors during Schooling
3.5.4. Educators
3.5.5. Curricular Support Teachers
3.5.6. Sign Language Professional
3.5.7. Deafness and Blindness Mediators
3.5.8. Social Educators
3.5.9. Educational Guidance Teams
3.5.10. Specialized Educational Guidance Teams
3.5.11. Guidance Departments
3.5.12. Professional Eye Disease Doctors

3.6. Documentation and Organization According to Student Needs

3.6.1. Psychopedagogic Evaluation
3.6.2. Neuropsychopedagogic Reports
3.6.3. Medical Reports
3.6.4. Audiometries
3.6.5. Acumetry
3.6.6. Tympanometry
3.6.7. Supraliminal Tests
3.6.8. Stapedial Reflex
3.6.9. School Documentation
3.6.10. Center Organization
3.6.11. Classroom Organization
3.6.12. Social and Family Organization

3.7. Educational Intervention According to Developmental Stages

3.7.1. Adaptations at the Education Center Level
3.7.2. Adaptations at the Classroom Level
3.7.3. Adaptations at the Personal Level
3.7.4. Logopedic Intervention According to Developmental Stages
3.7.5. Educational Intervention in Early Childhood
3.7.6. Educational Intervention in Second Childhood
3.7.7. Educational Intervention in Maturity
3.7.8. Alternative and Augmentative Communication Systems
3.7.9. Intervention to Stimulate Auditory Capacity
3.7.10. Educational Intervention to Improve Linguistic Capacity
3.7.11. Intervention with Families

3.8. Adapted Tools and Supplies

3.8.1. Tools to Work with Visually Impaired Students
3.8.2. Tools to Work with Visually Disabled Students
3.8.3. Adapted Individual Supplies
3.8.4. Adapted Collective Supplies
3.8.5. Auditory Skills Programs
3.8.6. Adapting Shared Spaces
3.8.7. Adapting Curricular Elements
3.8.8. ICT Influences
3.8.9. Auditory Technical Assistance
3.8.10. Auditory Stimulation Programs

3.9. School-Based Socio-Community Intervention

3.9.1. Concept of Socio-Community Intervention
3.9.2. Student Body Schooling
3.9.3. Student Schooling
3.9.4. Child Socialization
3.9.5. Extracurricular Outings
3.9.6. Family Circle
3.9.7. Relation Between Family and School
3.9.8. Peer-to-Peer Relationships
3.9.9. Leisure and Free Time
3.9.10. Professional training
3.9.11. Social Inclusion

3.10. Disease Evaluation and Prognosis

3.10.1. Signs of Hearing Problems
3.10.2. Subjective Hearing Tests
3.10.3. Objective Hearing Tests
3.10.4. Psychopedagogic Evaluation
3.10.5. ENT Physician Evaluation
3.10.6. The Audiologist’s Role
3.10.7. Speech Therapist Evaluation
3.10.8. Social Services Role
3.10.9. Family Coexistence Analysis
3.10.10. Applied 

A program designed to measure your expectations, so you can delve into it and squeeze it to the maximum for your professional benefit”