Management of Learning Difficulties and Attention to Diversity

Become the best support for student development, integrating diversity in a real way, from the most innovative vision of teaching in the 21st century”

In this worldwide panorama, it a great challenge for education professionals to attend to a large group of students with Learning Difficulties (LD), as these difficulties manifest themselves in a variety of ways and the cause is often multifactorial and not always detectable. This Professional Master’s Degree emerges as an answer to the increased demand for professionals (both in the health and educational fields) well-prepared with up-to-date and relevant knowledge. It provides the necessary skills to successfully face the challenges posed by the integral development of personality among diverse children and adolescents, with their different needs, styles, interests and conditions, but especially those with difficulties in learning to read, write, do mathematics and adapt to different environments.  

In this way, learning difficulties are assessed from an integrative view of neurobiological, linguistic, psycho-pedagogical and social factors. We also assess their relationship with cognitive activity (perception, attention, memory, emotions, imagination, motivation, thinking, language and intelligence), deficiencies in teaching methodologies and practices, social conditions of development, as well as their manifestations in the basic instrumental areas (reading, writing and mathematics) and in school, social adaptation and interaction.   

The design of the program a was developed by an academic committee composed of specialists with experience in the clinical, educational and social fields. These professionals contribute their expertise to support the postgraduate education needs of teachers working in interdisciplinary and multidisciplinary teams, school management structures and specialized care. All this condensed in the most up to date theoretical and practical content of the current academic market and in an efficient and comfortable format, totally online so that the student can determine their own pace and can combine it with the rest of their obligations.

You will have access to the most modern study system of online teaching in order to advance rapidly in your learning”

This Professional Master’s Degree in Management of Learning Difficulties and Attention to Diversity contains the most complete and up-to-date program on the market. Its most notable features are:

• Practical case studies presented by experts
• The graphic, schematic, and practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
• The most interesting innovations in the sector
• Practical exercises where self-assessment can be used to improve learning
• 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

Created to be affordable, this program will allow you to learn without losing motivation throughout the process, with the enthusiasm that comes from seeing the results of your efforts”

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

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive educational experience designed to train for real-life situations.   

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

A teaching method proven for its educational impact that provides you with the most complete study materials available on and off line"

A highly skilled course that will allow you to acquire the knowledge and practical tools required to work effectively with learning difficulties"

A syllabus created to achieve the greatest involvement on the part of the professionals who take this Professional Master’s Degree, through the interest and motivation provided by an innovative and current educational path. A complete and up-to-date compendium of the most effective developments and tools that will allow you to take a leap in your intervention skills in the Management of Learning Difficulties and Diversity Attention.

A comprehensive teaching program, structured in well-developed teaching units, oriented towards efficient and swift learning that is compatible with your personal and professional life”

Module 1. Theoretical and Methodological Fundamentals in Attention to Diversity and Learning Difficulties in Children

1.1. Introduction
1.2. Philosophical, Sociological, Psychological and Pedagogical Bases of Attention to Diversity and Learning Difficulties in Children

1.2.1. Basic Definitions

1.2.1.1. Psychology and its Fundamentals
1.2.1.2. Pedagogy and its Fundamentals
1.2.1.3. Educational Process
1.2.1.4. Teaching- Learning Process

1.2.2. Contributions of Psychology to Pedagogy as a Science

1.2.2.1. In the Theoretical Order
1.2.2.2. In the Methodological Order
1.2.2.3. In the Practical Order

1.2.3. Influence of Educational Psychology in Learning Difficulties

1.2.3.1. The Behavioral Perspective
1.2.3.2. The Cognitive Perspective (Psychic Functions and Processes)
1.2.3.3. Affective Perspective

1.3. Psychopedagogy as a Science Facing the Challenges of Diversity Education and the Care of Children with Learning Difficulties

1.3.1. Object of Study of Psychopedagogy
1.3.2. Categorical System of Psychopedagogy
1.3.3. Principles of Psychopedagogy
1.3.4. Challenges of Psychopedagogy in the 21st Century

1.4. Pscyhopedagogical Characterization of Children and Adolescents Who Attend the Different Levels of Education

1.4.1. Basic Definitions

1.4.1.1. Personality and its Origins

1.4.1.1.1. Biological Factor
1.4.1.1.2. Innate Factor
1.4.1.1.3. Hereditary Factor
1.4.1.1.4. Genetic Factor

1.4.1.2. Cognitive Development and its Theoretical-Practical Importance for Care of LD

1.4.1.2.1. Organic Aspect
1.4.1.2.2. Maturing Aspect
1.4.1.2.3. Functional Aspect
1.4.1.2.4. Social Aspect
1.4.1.2.5. Educational Aspect

1.4.1.3. Learning

1.4.1.3.1. Approach to its Conceptualization
1.4.1.3.2. Necessary Conditions for Learning

1.4.2. Psychopedagogical Characteristics of the Primary Education Schoolchild

1.4.2.1. 6-8 Years Old Child

1.4.2.1.1. First Grade Child
1.4.2.1.2. Second Grade Child

1.4.2.2. 8-10 Years Old Child

1.4.2.2.1. Third Grade Child
1.4.2.2.2. Fourth Grade Child

1.4.2.3. 10-12 Years Old Child

1.4.2.3.1. Fifth Grade Child
1.4.2.3.2. Sixth Grade Child

1.5. Learning as an Individual and Social Process

1.5.1. Cognitive Strategies
1.5.2. Learning Strategies
1.5.3. Remembering Strategies
1.5.4. Retention Strategies
1.5.5. Evocation Strategies
1.5.6. Problem Solving Strategies

1.6. The Teaching-Learning Process in Primary School

1.6.1. Approach to its Definition

1.6.1.1. Teaching- Learning Process
1.6.1.2. Developmental Teaching- Learning Process

1.6.2. Characteristics of the Developmental Teaching- Learning Process
1.6.3. Potentials of the Developmental Teaching-Learning Process
1.6.4. Cooperation, the Necessary Condition in the Teaching-Learning Process

1.6.4.1. Cooperative Learning

1.6.4.1.1. Definition
1.6.4.1.2. Types of Cooperative Groups
1.6.4.1.3. The Characteristics of Cooperative Learning

1.6.5. Forms of Participation in Cooperative Learning

1.6.5.1. In the Classroom
1.6.5.2. In Other Learning Spaces in the School
1.6.5.3. In the Family
1.6.5.4. In the Community

1.6.6. Structure of a Cooperative Learning Class

1.6.6.1. Moment of Initiation
1.6.6.2. Moment of Development
1.6.6.3. Moment of Closing

1.6.7. Creation of Favorable Environments for Learning

Module 2. Learning Disabilities: Historical Approach, Conceptualization, Theories and Classification

2.1. Introduction
2.2. A Historical View of Learning Difficulties

2.2.1. Foundation Stage
2.2.2. Transition Stage
2.2.3. Consolidation Stage
2.2.4. Current Stage

2.3. Critical Vision of its Conceptualization

2.3.1. Criteria Applied for its Definition

2.3.1.1. Exclusion Criteria
2.3.1.2. Discrepancy Criteria
2.3.1.3. Specificity Criteria

2.3.2. Some Definitions and Their Regularities
2.3.3. Between Heterogeneity and Differentiation

2.3.3.1. Schoolchild Problems
2.3.3.2. Low School Performance
2.3.3.3. Specific Learning Difficulties

2.3.4. Learning Disorders vs. Learning Difficulties 

2.3.4.1. Learning Disorders 

2.3.4.1.1. Definition 
2.3.4.1.2. Features 

2.3.4.2. Meeting Points Between the Disorder and Learning Difficulties that are Problematic for its Comprehension 
2.3.4.3. Difference Between Disorders and Learning Difficulties that Determine the Context of Application and Relevance 
2.3.4.4. Special Educational Needs (SEN) and Learning Difficulties 

2.3.4.4.1. Definition of Special Educational Needs
2.3.4.4.2. SEN, their Differences and Regularities with Learning Difficulties 

2.4. Classification of Learning Difficulties 

2.4.1. International Classification Systems 

2.4.1.1. DSM-5 
2.4.1.2. CIE-10 

2.4.2. Classification of Learning Difficulties According to the DSM-5 
2.4.3. Classification of Learning Difficulties According to CIE-10 (CIE-11 Currently Being Developed) 
2.4.4. Comparison of Classification Instruments 

2.5. Mainly Theoretical Focus of Learning Difficulties

2.5.1. Neurobiological or Organic Theories 
2.5.2. Theories of Cognitive Deficit Processes 
2.5.3. Psycholinguistic Theories 
2.5.4. Psychogenic Theories 
2.5.5. Environmentalist Theories 

2.6. Causes of Learning Difficulties

2.6.1. Personal or Intrinsic Factors 

2.6.1.1. Biological 
2.6.1.2. Psychogenic 

2.6.2. Contextual or Extrinsic Factors 

2.6.2.1. Environmental
2.6.2.2. Institutional 

2.7. Attention Models of Learning Difficulties 

2.7.1. Models Focused on the Medical-Clinical Aspects 
2.7.2. Models Focused on Cognitive Processes 
2.7.3. Models Focused on Observable Deficits 
2.7.4. Models Focused on the Curriculum 
2.7.5. Educational Model of Integral Education 

2.8. Activities for the Integration of Knowledge and its Practical Application 
2.9. Recommending Readings 
2.10. Bibliography 

Module 3. Reflections on the Diagnosis and Evaluation of Learning Difficulties 

3.1. Introduction 
3.2. Diagnosis and its Distinctive Characteristics 

3.2.1. Definition 
3.2.2. Principles and Functions of the Diagnostic Process 
3.2.3. Characteristics of the Diagnosis 
3.2.4. Types of Diagnosis: Early Diagnostics and Psychopedagogical Diagnosis 

3.3. Particularities of the Evaluation Process 

3.3.1. Educational Evaluation 
3.3.2. Psychopedagogical Evaluation 

3.4. Relationship Between Diagnosis and Evaluation 

3.4.1. Theoretical Controversy Between Both Concepts 
3.4.2. Complementary Nature of the Diagnostic and Evaluation Processes 

3.5. The Diagnostic and Evaluation Process of Learning Difficulties 

3.5.1. Definitions 

3.5.1.1. Diagnosis and its Particularities 
3.5.1.2. Assessment and its Particularities 

3.5.2. Techniques and Instruments for Diagnosis and Evaluation 

3.5.2.1. From a Qualitative Focus 
3.5.2.2. Based on Standardized Tests 
3.5.2.3. Integral Educational Evaluation Focus 

3.6. The Evaluation Team and the Way it’s Formed From an Interdisciplinary Perspective 

3.6.1. Potential of the Evaluation Team's Composition 
3.6.2. Particularities of the Evaluation Team According to the Way it Works 
3.6.3. Role of Each Member of the Team in the Diagnostic Process 

3.7. The Psychopedagogical Report as an Instrument for Communication of Developmental Levels of Students with Learning Difficulties 

3.7.1. Dual Purpose of the Report 

3.7.1.1. In the Evaluation 
3.7.1.2. In the Care 

3.7.2. Essential Aspects Which Make Up its Structure 

3.7.2.1. Personal Data 
3.7.2.2. Assessment Reason 
3.7.2.3. Information on the Development of the Child 

3.7.2.3.1. Personal background 
3.7.2.3.2. Family Background 
3.7.2.3.3. Psychosocial Aspects 
3.7.2.3.4. School Aspects 
3.7.2.3.5. Techniques and Instruments of Applied Evaluation 
3.7.2.3.6. Analysis of the Results Obtained 

3.7.2.4. Conclusions 
3.7.2.5. Recommendations 

3.7.3. Particularities in the Way They Are Written 

3.8. Activities for the Integration of Knowledge and its Practical Application 
3.9. Recommending Readings 
3.10. Bibliography 

Module 4. Fundamentals of the Management of Learning Difficulties 

4.1. Introduction 
4.2. Prevention of Learning Difficulties 

4.2.1. Levels of Prevention 
4.2.2. Risk Factors 
4.2.3. Protective Factors 

4.3. Psychopedagogical Intervention in LD

4.3.1. Definition 
4.3.2. Principles 
4.3.3. Models of Psychopedagogical Intervention 

4.4. Integral Educational Attention and its Implications 

4.4.1. Conceptualization 
4.4.2. Strategic Planning 
4.4.3. Individualized Planning 
4.4.4. Integral Educational Planning 

4.5. Psychopedagogical Intervention vs. Integral Educational Attention 

4.5.1. Theoretical Positions that Support Them 
4.5.2. Comparative Analysis: Points of Convergence and Divergence
4.5.3. Relevance of Use in the Context of Diversity 

4.6. Theoretical Considerations on School Management 

4.6.1. Definitions and Principles of School Management 
4.6.2. Management of Educational Institutions or Care Centers 

4.6.2.1. Definition and Characteristics of the Management Process 
4.6.2.2. Implications of Interdisciplinary Work in School Management 
4.6.2.3. The Importance of the Articulation of the Family-School-Community Triad 
4.6.2.4. Networking 

4.6.2.4.1. Intrasectorial Articulation 
4.6.2.4.2. Intersectorial Articulation 

4.6.3. The School Organization and its Impact on the Educational Process 

4.6.3.1. Definition 
4.6.3.2. Living Arrangements for Students with LD 
4.6.3.3. The Teaching Timetable 
4.6.3.4. The Organization of the Teaching-Learning Process for Students with LD: the Classroom, Learning Projects and Other Forms of Organization 

4.6.4. Teaching Activity as a Transcendental Element in the Teaching-Learning Process 

4.6.4.1. The Healthy and Pedagogical Organization of the Teaching Activity 
4.6.4.2. The Teaching Load, Intellectual Work Capacity and Fatigue
4.6.4.3. Conditions of the Physical Environment 
4.6.4.4. Conditions of the Psychological Environment 
4.6.4.5. Relationship of Organization of Teaching Activity With the Learning Motivation of Students with LD

4.7. Attention to Diversity in the Inclusive Education Framework 

4.7.1. Conceptualization 
4.7.2. Theoretical-Methodological Fundamentals 

4.7.2.1. Recognition and Respect of Individual Differences 
4.7.2.2. Attention to Diversity as a Principle of Inclusive Education 

4.7.3. Curricular Adaptations as a Path for the Attention to Diversity 

4.7.3.1. Definition 
4.7.3.2. Types of Curricular Adaptations 

4.7.3.2.1. Adaptations in the Methodology 
4.7.3.2.2. Adaptations in the Activities 
4.7.3.2.3. Adaptations in the Materials and the Time 
4.7.3.2.4. In the Functional Elements 

4.8. Activities for the Integration of Knowledge and its Practical Application 
4.9. Recommending Readings 
4.10. Bibliography 

Module 5. Language as a Determining Element in the Care of Learning Difficulties 

5.1. Introduction 
5.2. Thought and Language: Their Relationships 

5.2.1. Theories Explaining its Development 
5.2.2. Interdependence Between Thought and Language
5.2.3. The Place of Language in Learning 

5.3. Relationship of Language With Learning Difficulties 

5.3.1. Communication, Language, Speech and Language 
5.3.2. General Aspects of Language Development 
5.3.3. Language Impairment Prevention 

5.4. Delayed Language Development and its Implications for Learning Difficulties 

5.4.1. Conceptualization of Language Development Delay and its Characterization
5.4.2. Causes of Delayed Language Development
5.4.3. Importance of Early Identification and Care at School 
5.4.4. Delayed Language Development as a Risk Factor for Learning Difficulties 

5.5. Most Common Language Disorders in Students 

5.5.1. Concepts and Delimitations 
5.5.2. Speech Disorders. Their Manifestations in the Different Components: Phonetics, Phonology, Morpho-Lexical, Syntax, Semantics and Pragmatics 
5.5.3. Speech Disorders: Dyslalia, Dysarthria, Rhinolalia, Dysphonia, and Stuttering 

5.6. Language Evaluation 

5.6.1. Assessment Tools 
5.6.2. Components to be Evaluated 
5.6.3. Evaluation Report 

5.7. Attention to Language Disorders in Educational Institutions 

5.7.1. Language Disorders 
5.7.2. Speech Disorders 

5.8. Activities for the Integration of Knowledge and its Practical Application 
5.9. Recommending Readings 
5.10. Bibliography 

Module 6. Learning Difficulties in Reading and their Impact on the Training of a Citizen in the Knowledge Society 

6.1. Introduction 
6.2. Reading and its Processes 

6.2.1. Definition 
6.2.2. Lexical Process: The Lexical Route and Phonological Route 
6.2.3. Syntax Route 
6.2.4. Semantic Route 

6.3. The Teaching/ Learning Process of Reading for Life 

6.3.1. Conditions or Requirements for Learning to Read 
6.3.2. Methods for Teaching Reading 
6.3.3. Strategies That Favor the Process of Learning to Read 

6.4. Prevention of Reading Learning Difficulties 

6.4.1. Protective Factors 
6.4.2. Risk Factors 
6.4.3. Strategies for Promoting Reading 
6.4.4. Importance of the Main Educational Agencies in the Promotion of Reading 

6.5. Reading and its Learning Difficulties 

6.5.1. Characterization of Reading Learning Difficulties 
6.5.2. Dyslexia as a Specific Learning Difficulty 
6.5.3. Main Difficulties in Reading Comprehension 

6.6. Diagnosis and Evaluation of Reading Learning Difficulties 

6.6.1. Diagnostic Characterization 
6.6.2. Standardized Tests 
6.6.3. Non-Standardized Tests 
6.6.4. Other Evaluation Instruments 

6.7. Attention of Reading Learning Difficulties 

6.7.1. Lexical Awareness 
6.7.2. Phonological Conscience 
6.7.3. Cognitive and Metacognitive Strategies to Favor Reading Comprehension 

6.8. Activities for the Integration of Knowledge and its Practical Application 
6.9. Recommending Readings 
6.10. Bibliography 

Module 7. Learning Difficulties in Writing as a Possibility of Lasting Communication 

7.1. Introduction 
7.2. Construction and Written Language Process 

7.2.1. Stages in Development of Writing 
7.2.2. Written Language Construction Levels 
7.2.3. Strategies to Favor the Transition Between Construction Levels 
7.2.4. Methods for Teaching Written Language 
7.2.5. Written Language Production Models 

7.2.5.1. Text Types 

7.3. Cognitive Processes Involved in Writing 

7.3.1. Planning 
7.3.2. Production 
7.3.3. Review 

7.4. Prevention of Writing Learning Difficulties 

7.4.1. Protective Factors 
7.4.2. Risk Factors 
7.4.3. Strategies for the Promotion of Written Language Production 
7.4.4. Importance of the Main Educational Agencies in the Promotion of Writing 

7.5. Writing and its Learning Difficulties 

7.5.1. Errors in the Construction of the Written Language 
7.5.2. Specific Errors in the Construction of Written Language 
7.5.3. Characterization of the Difficulties of Written Language Production 
7.5.4. Dysgraphia as a Specific Learning Difficulty in Writing 

7.6. Diagnosis and Evaluation of Learning Difficulties in Writing 

7.6.1. State of the Cognitive Processes Involved 
7.6.2. Prediction Indicators of Learning Difficulties in Writing 
7.6.3. What to Assess From the Second Grade Onwards in Texts Written by Children? 

7.7. Care for Learning Difficulties in Writing 

7.7.1. Strategies to Promote the Automation of Writing Movements 
7.7.2. Strategies to Favor the Planning of a Text 
7.7.3. Strategies to Favor the Production of a Written Text 
7.7.4. Strategies to Favor the Review of a Written Text 

7.8. Activities for the Integration of Knowledge and its Practical Application 
7.9. Recommending Readings 
7.10. Bibliography 

Module 8. Mathematical Learning Difficulty (MLD) 

8.1. Introduction 
8.2. Mathematical Knowledge and its Basic Concepts

8.2.1. Qualitative and Quantitative Concept
8.2.2. Space-Time Concepts 

8.3. Mathematics and the Processes Involved in its Learning 

8.3.1. Classification 
8.3.2. Seriation 
8.3.3. Correspondence 
8.3.4. Conservation of the Object or Substance 
8.3.5. Reversibility of Thought 
8.3.6. Cognitive and Meta-Cognitive Strategies 

8.3.6.1. Directive Model Strategies 
8.3.6.2. Counting 
8.3.6.3. Numerical Facts 

8.4. The Teaching- Learning Process of Mathematics 

8.4.1. Subitizing and Counting: Principle of One-to-One Correspondence, Stable -Order, Cardinality, Abstraction and Irrelevance of Order 
8.4.2. Learning Numerical Series: Acquisition, Elaboration and Consolidation 
8.4.3. Learning Problem Solving: Location of the Variable, Semantic Structure, etc. 
8.4.4. Learning Algorithms 

8.5. Prevention of Learning Difficulties in Mathematics 

8.5.1. Protective Factors 
8.5.2. Risk Factors 
8.5.3. Strategies for the Promotion of Learning Mathematics 

8.6. Mathematics and its Difficulties 

8.6.1. Definition of Learning Difficulties in Mathematics 
8.6.2. Learning Difficulties in Mathematics Related to: The Nature of Mathematics Itself, The Organization and Methodology of Teaching, Related to the Student 
8.6.3. Common Errors: Problem Solving, In the Steps of the Algorithm
8.6.4. Dyscalculia as a Specific Learning Difficulty: Semativ, Perceptive, Procedural
8.6.5. Causes of Mathematical Learning Difficulty (MLD) 

8.6.5.1. Contextual Factors 
8.6.5.2. Cognitive Factors 
8.6.5.3. Neurobiological Factors 

8.7. Diagnostics and Evaluation of Mathematical Learning Difficulty (MLD) 

8.7.1. Standardized Tests 
8.7.2. Non-Standardized Tests 
8.7.3. The Integral Education Evaluation and Diagnosis 

8.8. Attention to Learning Difficulties in Mathematics 

8.8.1. Principles of Care 
8.8.2. Teaching of Concepts and Procedures 
8.8.3. Problem-Solving Strategies 
8.8.4. Discovery Teaching Strategies 

8.9. Activities for the Integration of Knowledge and its Practical Application 
8.10. Recommending Readings 
8.11. Bibliography 

Module 9. Attention Deficit Hyperactivity Disorder (ADHD) as an Associated Condition of Learning Difficulties 

9.1. Introduction 
9.2. Approach to Attention Deficit Hyperactivity Disorder

9.2.1. Prevalence and Transcendence
9.2.2. Causes of Attention Deficit Hyperactivity Disorder 

9.2.2.1. Genetic Factors
9.2.2.2. Neurobiological Factors 
9.2.2.3. Endocrine Factors 

9.3. Main Theoretical Models That Explain ADHD 

9.3.1. Deficits in Inhibitory Response Control 
9.3.2. Behavioral Model Focused on the Manifestations of Lack of Attention, Hyperactivity and Impulsion 
9.3.3. Model Based on Executive System Dysfunction, Current Consensus 

9.4. Characterization of Attention Deficit Hyperactivity Disorder 

9.4.1. Predominant Manifestations According to DSM-5 
9.4.2. Evolution of ADHD Throughout a Lifetime 

9.4.2.1. Breastfeeding 
9.4.2.2. In Kindergarten Education Children 
9.4.2.3. In Elementary Schoolchildren 

9.4.3. ADHD as an Executive Function Disorder 

9.4.3.1. Definition of Executive Functions 
9.4.3.2. Operative or Work Memory 
9.4.3.3. Self-Regulation of Motivation, Emotions and Vigilance 

9.4.4. Internalization of Language 
9.4.5. Reconstruction 

9.5. Diagnosis and Evaluation of Attention Deficit Hyperactivity Disorder 

9.5.1. Physiological Evaluation and Diagnosis: Neuroanatomical, Biochemical and Endocrine Aspects 
9.5.2. Neuropsychological Evaluation and Diagnosis (Standardized Tests) 
9.5.3. Integral Educational Evaluation and Diagnosis: The Observation and Diagnostic Interview With the Student, The Interview With the Parents; The Questionnaire or Measurement Scale for Parents and Teachers

9.6. Integral Educational Care for Students with ADHD 

9.6.1. Integration of Pharmacological, Psychological and Psychopedagogical Aspects 
9.6.2. Consolidation of Integral Educational Care: Work Directly With the Student, In the School Context and The Family Context 

9.7. Educational Implication for the Integral Care of Students With Learning Difficulties Associated With ADHD 

9.7.1. Main Psycho-Social Problems of Students With Learning Difficulties and ADHD 
9.7.2. Main Learning Difficulties in Reading in Those Students: Recognition of Words and Text Comprehension
9.7.3. Main Learning Difficulties in Writing in Those Students: Handwriting and Composing Texts 
9.7.4. Main Learning Difficulties in Mathematics: Low Automation of Tasks Related to Numeracy, Mental Calculation, Mathematical Operations and Problem Solving 

9.8. Activities for the Integration of Knowledge and its Practical Application 
9.9. Recommending Readings 
9.10. Bibliography 

Module 10. Emerging Educational Alternatives for the Management of Learning Difficulties 

10.1. Introduction 
10.2. Information and Communication Technologies Applied to Learning Difficulties and Attention to Diversity 
10.3. Assisted Therapies with Animals, LD and Attention to Diversity 
10.4. Mindfulness, LD and Attention to Diversity 
10.5. Chess, LD and Attention to Diversity 
10.6. Medication, LD and Attention to Diversity 
10.7. Effectiveness of Alternative Therapies 

A unique, key, and decisive training experience to boost your professional development”