Certificate
The world's largest school of education”
Description
Schools need teachers specialized in Therapeutic Pedagogy. Make progress in your professional field with this Professional Master’s Degree"
Nowadays, teaching professionals have found in new technologies the necessary tools to be able to teach their subject in a much more attractive way and also achieving the motivation of their students, but also with them they have managed to reach in a suitable way the hearing impaired, visually impaired or cognitively handicapped students. A program that clearly favors the personal development and improvement of the quality of life of students with special educational needs
The ability of teachers to detect students with learning disabilities, the adaptation of content, as well as their coordination with professionals from other disciplines is key to achieve adequate learning progress by students with functional and cognitive diversity. To do so, you need an advanced knowledge of neurodevelopmental disorders, which is essential to be able to successfully carry out your professional performance. TECH offers teachers the most up-to-date knowledge in this field, with the main objective of advancing their careers and achieving the best results with their students.
To this end, this university program has, since its inception, delved into the evolution of the concept of functional diversity, as well as the different cognitive disorders and illnesses that may be present in the students it teaches. The multimedia teaching material and simulations of real cases will take you deeper into the disorders that affect key senses such as vision, hearing or child communication. In addition, it will allow you to delve into ICT and emerging methodologies currently applied in educational centers.
A Professional Master’s Degree, which provides the professional with the latest knowledge in Therapeutic Pedagogy in a comfortable and flexible way. Thus, students who study this program only need an electronic device with an Internet connection that allows them to access the virtual platform where the complete syllabus of this course is housed. In addition, if desired, students can distribute the teaching load according to their needs. Students are provided with facilities that allow them to acquire a quality university education while at the same time making their work and/or personal responsibilities compatible.
Thanks to this university program you will be able to properly assess your students with spatial needs with the use of ICT"
This Professional Master’s Degree in Therapeutic Pedagogy contains the most complete and up-to-date educational program on the market. The most important features include:
- Case studies presented by experts in Pedagogy and Education
- 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
- 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 work
- Content that is accessible from any fixed or portable device with an Internet connection
TECH boosts your professional career with the latest knowledge in Therapeutic Pedagogy. Enroll now”
The program’s teaching staff includes professionals from the sector who contribute their work 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 immersive knowledge programmed to learn in real 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 student will be assisted by an innovative interactive video system created by renowned and experienced experts.
With this program you will learn in depth about the different educational interventions that can be carried out according to the different stages of development and disorders that your students have"
You are looking at a flexible Professional Master’s Degree. Access the resources you need to teach students with cognitive diversity at any time"
Syllabus
The syllabus of this Professional Master’s Degree has been developed using the latest technology applied to academic teaching and with a content that presents a theoretical-practical approach. Thus, students will have at their disposal 24 hours a day a syllabus divided into 11 modules, which will allow them to delve into the necessary resources to be able to make an appropriate intervention according to the different stages of development of students with special educational needs. All this, in addition to a learning system, Relearning, which will allow you to reduce the long hours of study so frequent in other teaching methods.
A 100% online university program in which you will learn in a dynamic way about the evolution of education in children with functional diversity"
Module 1. History and Evolution of Terms up to Functional Diversity
1.1. Special Education Prehistory
1.1.1. Justifying the Term Prehistory
1.1.2. Stages in Special Education Prehistory
1.1.3. Education in Ancient Greece
1.1.4. Education in Mesopotamia
1.1.5. Education in Egypt
1.1.6. Education in Rome
1.1.7. Education in America
1.1.8. Education in Africa
1.1.9. Education in Asia
1.1.10. Shift from Mythology and Religion to Scientific Knowledge
1.2. Middle Ages
1.2.1. Definition of Historical Period
1.2.2. Stages in the Middle Ages: Features
1.2.3. The Separation of Church and School
1.2.4. Clergy Education
1.2.5. Knight’s Education
1.2.6. Education of the Weak
1.3. Modern Age: from the 16th to the 18th Centuries
1.3.1. Definition of Historical Period
1.3.2. Contributions Made by Ponce de León, Juan Pablo Bonet and Lorenzo Hervas to Teaching the Hearing Impaired
1.3.3. Sign Language Communication
1.3.4. Luis Vives’ Contributions
1.3.5. Jacobo Rodríguez Pereira’s Contributions
1.3.6. Juan Enrique Pestalozzi’s Contributions
1.3.7. Mental Impairment Treatment: Contributions of Pinel, Itard, Among Others
1.4. XIX Century
1.4.1. Definition of Historical Period
1.4.2. First Special Education Classrooms
1.4.3. First Parent-Student Associations in Special Education
1.4.4. The Start of Studying Intelligence: Measuring IQ
1.4.5. Louis Braille’s Contributions to Teaching the Visually Impaired
1.4.6. Writing in Braille
1.4.7. Reading in Braille
1.4.8. Anne Sullivan’s Contributions to Teaching the Deaf and Blind
1.4.9. Alexander Graham Bell’s Contributions to Acoustics
1.5. 20th century
1.5.1. Definition of Historical Period
1.5.2. Ovidio Decroly’s Contributions
1.5.3. María Montessori's Contributions
1.5.4. The Boost in Psychometrics
1.5.5. Before the Warnock Report
1.5.6. The Warnock Report
1.5.7. School Implications after the Warnock Report
1.5.8. Dr. Jack Bradley’s Photography: Hearing Aid Use
1.5.9. Using Home Video in Autism
1.6. The Contributions from the World Wars
1.6.1. World Wars: Historical Periods
1.6.2. Schools in Times of Crisis
1.6.3. Operation T 4
1.6.4. Schools under Nazism
1.6.5. Schools in Ghettos and Concentration Camps: Work and Extermination
1.6.6. The Start of Schools in the Kibbutz
1.6.7. Concepts in Education vs. Rehabilitation
1.6.8. Developing Tools and Materials to Improve Everyday Life
1.6.9. Using the White Cane
1.6.10. Using Technology to Improve the Life of Injured Soldiers
1.7. 21st Century Perspectives
1.7.1. Concept of Functional Diversity
1.7.2. Social Implications of the Term Functional Diversity
1.7.3. Educational Implications of the Term Functional Diversity
1.7.4. Work Implications of the Term Functional Diversity
1.7.5. Rights and Responsibilities of Functionally Diverse Individuals
1.7.6. Knowledge on How the Nervous System Functions
1.7.7. New Contributions in Neurology
1.7.8. Using ICT in Schools
1.7.9. Home Automation in Schools
1.7.10. Multiprofessional Coordination
1.8. UNESCO Approaches
1.8.1. Birth of UNESCO
1.8.2. UNESCO Organization
1.8.3. UNESCO Membership
1.8.4. Short and Long-Term UNESCO Strategies
1.8.5. Precursors of Children's Rights
1.8.6. Children's Rights: Implications for Special Education
1.8.7. The Education of Girls with Special Educational Needs
1.8.8. The UNESCO Salamanca Statement
1.8.9. Implications of the Salamanca Statement
1.8.10. Other UNESCO Documents
1.9. Classification According to Diagnosis
1.9.1. Responsible Bodies in the Preparation of Classifications
1.9.2. Definition of ICD-10
1.9.3. Definition of DSM V
1.9.4. The Need to Use Both Classifications
1.9.5. Implications for Teachers Specialized in Therapeutic Pedagogy for Teachers
1.9.6. Coordination with Other School Professionals According to these Classifications
1.9.7. Using Language and Vocabulary Adjusted to These Classifications
1.9.8. School Documents That Reference These Classifications
1.9.9. Drafting Student Follow-up Reports
1.9.10. Drafting Multiprofessional Coordination Reports
1.10. Basic Concepts in Psychopedagogy
1.10.1. The Need for Psychopedagogy Intervention in Schools
1.10.2. Psychology Concepts in Schools
1.10.3. Pedagogy and Education Sciences Concepts in Schools
1.10.4. Relation between Psychology and Pedagogy Concepts in Schools
1.10.5. School Documents Based on Psychology and Pedagogy
1.10.6. Establishing Parallels between School Stages, Psycho-evolutionary Development Stages and Special Needs Education
1.10.7. Elaborating Therapeutic Pedagogy Teacher Information for Teachers to Facilitate the Intervention of Other Professionals in Schools
1.10.8. Professional Relationships and Organizational Chart in Schools Based on Psychology and Pedagogy
1.10.9. Drafting Multiprofessional Coordination Reports
1.10.10. Other Documents
Module 2. Neurodevelopmental Disorders: Intellectual Disability
2.1. Intellectual Disability and the Cognitive System
2.1.1. Definition of Intellectual Disability
2.1.2. Historical Approaches
2.1.3. Current Interpretation
2.1.4. Cognitive Functions
2.1.5. Importance of the Cognitive System
2.1.6. Cognitive System Disorders
2.1.7. Definition of the Cognitive System
2.1.8. Parts in the Cognitive System
2.1.9. Functions of the Cognitive System
2.1.10. Importance of the Cognitive System
2.2. Variables in Development
2.2.1. Importance of Variables in Development
2.2.2. Personal Variables: Grade
2.2.3. Personal Variables: Prenatal Causes
2.2.4. Personal Variables: Perinatal Causes
2.2.5. Personal Variables: Postnatal Causes
2.2.6. Contextual Variables: Family
2.2.7. Contextual Variables: Education
2.2.8. Intellectual Disability Dimensions
2.2.9. Adaptive Skills According to the Intellectual Disability Criteria
2.3. Differential Aspects in Intellectual Disability
2.3.1. Introduction to Differential Aspects
2.3.2. Cognitive Development
2.3.3. Language and Communication
2.3.4. Affective-Emotional and Social Dimension
2.3.5. Psychomotor Dimension
2.3.6. Specifying Special Educational Needs in Students with Intellectual Disabilities
2.4. Multiprofessional Coordination
2.4.1. Definition of Multiprofessional Coordination
2.4.2. The Need for Multiprofessional Coordination
2.4.3. Family as the Core of Multiprofessional Coordination
2.4.4. Diagnosing Disorders
2.4.5. Education Center Professionals: Coordination
2.4.6. Education Center External Professionals: Coordination
2.4.7. Coordination between Internal and External Professionals
2.4.8. The Teacher Specialist in Therapeutic Pedagogy as a Liaison between Professionals
2.4.9. Students and Families
2.5. Identifying Special Educational Needs in Students with Intellectual Disabilities: Psycho-Pedagogic Assessment
2.5.1. Disorder Diagnosis Documentation
2.5.2. Disorder Revisions and Follow-up
2.5.3. Physiotherapist Documentation
2.5.4. Disorder Revisions and Follow-up by Physiotherapists
2.5.5. Orthotist Documentation
2.5.6. Disorder Revisions and Follow-up by Orthotists
2.5.7. School Documentation
2.5.8. Psychopedagogic Evaluation to Determine Student Needs in the Classroom
2.5.9. Elaborating Individual Curricular Adaptation Documents
2.5.10. Individual Curricular Adaptation Document Follow-up
2.6. Curricular Adaptations for Students with Intellectual Disability
2.6.1. Regulatory Basis
2.6.2. Concept of Educational Intervention
2.6.3. Importance of Educational Intervention
2.6.4. General Aspects of Intervention
2.6.5. Cognitive Aspects in Intervention
2.6.6. Socio-Affective Aspects in Intervention
2.6.7. Psychomotor Aspects in Intervention
2.6.8. Basic Aspects in Intervention
2.7. Organizing Educational Responses to Students with Intellectual Disabilities
2.8. Family Participation in Cases of Intellectually Disabled Individuals
2.9. Social Inclusion of Intellectually Disabled Individuals
2.10. Support and Resources for Intellectually Disabled Individuals
Module 3. Neurodevelopmental Disorders: Attention Deficit Disorder/Hyperactivity Disorder
3.1. Concept and Definition of Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD)
3.1.1. TDA Definition
3.1.2. Symptoms
3.1.3. Types of Treatment
3.1.4. Definition of ADHD
3.1.5. Diagnosing ADHD
3.1.6. When Is the Right Time for Correct Diagnosis?
3.1.7. Diagnostic Criteria for ADHD
3.1.8. Differences between ADD and ADHD
3.1.9. Causes
3.2. ADHD Positive Diagnosis
3.2.1. Process to Obtain a Correct Diagnosis
3.2.2. Differential Diagnosis
3.2.3. Medical Problems
3.2.4. Learning Disorders
3.2.5. Affective Disorders
3.2.6. Behavioral Disorders
3.2.7. Using Drugs
3.2.8. Unfavorable Environments
3.2.9. Rebound Effect
3.2.10. Issues in the Face of a New Diagnosis
3.3. Gradual Emergence of ADD and ADHD in Current Society: What These Disorder Are and What They Are Not
3.3.1. Prevalencia en España
3.3.2. Prevalence in Europe
3.3.3. Prevalence in the Rest of the World
3.3.4. Do These Disorders Really Exist?
3.3.5. What ADD and ADHD Are Not
3.3.6. Are They Inherited?
3.3.7. Can They Be Cured?
3.3.8. False Myths
3.4. Comorbidity
3.4.1. What Is Comorbidity?
3.4.2. Comorbid Conditions Coexisting with ADHD
3.4.3. Anxiety Disorders
3.4.4. Neurodevelopment Disorders
3.4.5. Learning Disorders
3.4.6. Mood Disorders
3.4.7. Disruptive Disorders
3.4.8. Addiction Disorders
3.4.9. Sleep Disorders
3.4.10. Organic Disorders
3.5. Incidences in Developmental Stages
3.5.1. Executive Control
3.5.2. How Does It Manifest in Academic Performance?
3.5.3. How Does It Manifest in Behavior?
3.5.4. What Type of ADHD Children May We Find in the Classroom?
3.5.5. ADD and ADHD in Boys
3.5.6. ADD and ADHD in Girls
3.5.7. ADD and ADHD in Teenagers
3.5.8. ADD and ADHD in Adults
3.6. Educational Intervention According to Developmental Stage
3.6.1. Educational Intervention in Early Childhood (3 to 6 Years of Age)
3.6.2. Educational Intervention in Childhood (6 to 12 Years of Age)
3.6.3. Educational Intervention in Adolescence (12 to 20 Years of Age)
3.6.4. Educational Intervention in Adulthood (20 to 40 Years of Age)
3.6.5. Working on Student Self-esteem
3.6.6. How to Manage Distractions
3.6.7. Reinforcing Positive Behaviors and Their Importance for Students
3.6.8. Curricular Adaptations
3.6.9. Non-Significant Curricular Measures of Obligatory Compliance
3.7. Multidisciplinary Coordination and Intervention
3.7.1. Definition of Multiprofessional Coordination
3.7.2. What Is Psychopedagogic Treatment?
3.7.3. Psychopedagogic Intervention
3.7.4. Psychological Intervention
3.7.5. Pharmacological Intervention
3.7.6. Multimodal Intervention
3.7.7. Neuropsychological Intervention
3.7.8. Alternative Treatment Intervention
3.8. ADD and ADHD in the Family
3.8.1. Main Family Fears
3.8.2. Teacher-Parent Communication
3.8.3. Family Emotional Intelligence
3.8.4. First Teacher-Parent Meeting
3.8.5. Decalogue of Family Actions
3.8.6. Living Together
3.8.7. Family Schools
3.8.8. Intervention within the Family Nucleus: Functional Education Models
3.8.9. Inductive Support Model or Inductive Discipline
3.9. Study Techniques Adapted Tools and Supplies
3.9.1. Classroom Adaptations and Strategies
3.9.2. Strategies to Improve Reading Skills
3.9.3. Strategies to Improve Writing Skills
3.9.4. Strategies to Improve Calculation Skills
3.9.5. Strategies to Improve Organization Skills
3.9.6. Strategies to Improve Reflection Skills
3.9.7. Strategies to Improve Motivation and Emotional State
3.9.8. Strategies to Improve Behavior
3.9.9. Other Materials
3.10. Types of Classroom Assessments
3.10.1. Assessment and Exam Recommendations
3.10.2. General Measures in Assessing ADD and ADHD Students
3.10.3. Supervision Measures in Assessment
3.10.4. Assessment Procedures
3.10.5. Learning Assessment
3.10.6. Assessment Guidelines
3.10.7. Assessment Alternatives
3.10.8. Teach Students How to Prepare for Exams
Module 4. Neurodevelopmental Disorders: Motor Disorders/Musculoskeletal System Diseases/Nervous System Diseases
4.1. Concept and Definition of Motor Disorders/Musculoskeletal System and Connective System Diseases
4.1.1. Definition of the Locomotor System
4.1.2. Functions of the Locomotor System
4.1.3. Importance of the Locomotor System
4.1.4. Development of the Locomotor System
4.1.5. Referred Disorders of the Locomotor System
4.1.6. Definition of the Musculoskeletal System
4.1.7. Functions of the Musculoskeletal System
4.1.8. Importance of the Musculoskeletal System
4.1.9. Development of the Musculoskeletal System
4.1.10. Disorders of the Musculoskeletal System
4.1.11. Definition of the Connective System
4.1.12. Functions of the Connective System
4.1.13. Importance of the Connective System
4.1.14. Development of the Connective System
4.1.15. Disorders of the Connective System
4.2. Classification of Motor Disorders/Musculoskeletal System and Connective System Diseases
4.2.1. Relationship between DSM V and ICD-10 Classifications between Motor Disorders and Skeletal System and Connective System Disorders
4.2.2. DSM V Classification
4.2.3. Disorders Not Included in the DSM V
4.2.4. ICD-10 Classification
4.2.5. Disorders Not Included in ICD-10
4.2.6. The Need for Consensus between Both Classifications
4.2.7. Disorders in Common between DSM V and ICD-10
4.2.8. Differences between DSM V and ICD-10 Classifications
4.2.9. Contributions of the Differences between DSM V and ICD-10 Classifications to the Work of the Teacher Specialized in Therapeutic Pedagogy for Teachers
4.2.10. Common Contributions of DSM V and ICD-10 Classifications to the Work of the Teacher Specialist in Therapeutic Pedagogy
4.3. Incidences in Developmental Stages
4.3.1. Definition and Concept of Motor Developmental Stages
4.3.2. Definition and Concept of the Musculoskeletal and Connective Systems Developmental Stages
4.3.3. The Need to Unify the Stages
4.3.4. Milestones in Development
4.3.5. Embryo and Fetus Incidents: Consequences
4.3.6. Incidents During the First Year of Life Consequences
4.3.7. Proximate-Distal Law Incidents: Consequences
4.3.8. Cephalocaudal Law Incidents: Consequences
4.3.9. Gait Incidents: Consequences
4.3.10. Other Incidents
4.4. Multiprofessional Coordination
4.4.1. Definition of Multiprofessional Coordination
4.4.2. The Need for Multiprofessional Coordination
4.4.3. Family as the Core of Multiprofessional Coordination
4.4.4. Diagnosing the Disorder
4.4.5. Education Center Professionals: Coordination
4.4.6. Physiotherapist Intervention in and out of School
4.4.7. Orthoprosthetic Intervention in and out of School
4.4.8. Education Center External Professionals: Coordination
4.4.9. Coordination between Internal and External Professionals
4.4.10. The Teacher Specialist in Therapeutic Pedagogy as a Liaison between Professionals
4.5. Documentation and Organization According to Student Needs
4.5.1. Disorder Diagnosis Documentation
4.5.2. Disorder Revisions and Follow-up
4.5.3. Physiotherapist Documentation
4.5.4. Disorder Revisions and Follow-up by Physiotherapists
4.5.5. Orthotist Documentation
4.5.6. Disorder Revisions and Follow-up by Orthotists
4.5.7. School Documentation
4.5.8. Psychopedagogic Evaluation to Determine Student Needs in the Classroom
4.5.9. Elaborating Individual Curricular Adaptation Documents
4.5.10. Individual Curricular Adaptation Document Follow-up
4.6. Educational Intervention According to Developmental Stage
4.6.1. Developmental Milestones for Educational Intervention
4.6.2. Diagnosis. Early Stimulation
4.6.3. Educational Intervention to Promote Cephalic Support
4.6.4. Educational Intervention to Promote Torso Support
4.6.5. Educational Intervention to Promote Support to Stand Upright
4.6.6. Educational Intervention to Promote the Proximal-Distal Law
4.6.7. Educational Intervention to Promote the Cephalicaudal Law
4.6.8. Educational Intervention to Promote Gait
4.6.9. Educational Intervention to Improve Hypotonia
4.6.10. Educational Intervention to Improve Hypotonia
4.7. Adapted Individual Tools and Supplies
4.7.1. Concept of School Activities
4.7.2. The Need for Preliminary Activities for Special Educational Needs Students
4.7.3. The Need for Final Activities for Special Educational Needs Students
4.7.4. Classroom Adaptation
4.7.5. School Adaptation
4.7.6. Tabletop Supplies
4.7.7. School Ambulation Supplies
4.7.8. School Recess Supplies
4.7.9. Food and Cleaning Supplies at School
4.7.10. Other Materials
4.8. Adapted Collective Tools and Supplies
4.8.1. Conept of Collective Tools and Materials: Need for Student Inclusion
4.8.2. Tools and Supplies Classification According to the Setting
4.8.3. Tools and Supplies Classification According to Use
4.8.4. Classroom Supplies
4.8.5. School Supplies
4.8.6. Recess Area Supplies
4.8.7. Cafeteria and Bathroom Supplies
4.8.8. Information and Signs for Common Use
4.8.9. Adapting Common Spaces: Ramps and Elevators
4.8.10. Other Tools and Supplies
4.9. School-Based Socio-Community Intervention
4.9.1. Concept of Socio-Community Intervention
4.9.2. Justification of Socio-Community Intervention in Special Educational Needs Students
4.9.3. Coordinated Intervention by All Education Professionals at School
4.9.4. Coordinated intervention by Non-Teaching School Personnel
4.9.5. Coordinated Intervention with Class families
4.9.6. Intervention with External Resources: Extracurricular Outings
4.9.7. Intervention with External Resources from the Culture Itself: Zoo or Museums, Among Others
4.9.8. Coordinated Intervention with Other Resources in the Immediate Surroundings: Library or Municipal Sports Center, and Others
4.9.9. Applying for Socio-Community Resources: Scholarships and Other Aid
4.9.10. Other Socio-Community Interventions
4.10. Evaluation and Prognosis
4.10.1. The First Diagnosis The Family's Response
4.10.2. Family Support in Accepting the Diagnosis
4.10.3. Information and Family Meetings
4.10.4. Information and Special Needs Student Meetings
4.10.5. School Intervention in the Evaluation: Role of the Teacher Specialized in Therapeutic Pedagogy
4.10.6. Multiprofessional Intervention in the Evaluation
4.10.7. Joint Measures to Achieve the Best Prognosis
4.10.8. Programming a Multiprofessional Intervention Schedule
4.10.9. Intervention Review and Follow-up: Evaluation
4.10.10. Improvement Proposals for Multiprofessional Intervention
Module 5. Neurodevelopmental Disorders: Autism Spectrum Disorder/Pervasive and Specific Developmental Disorders
5.1. Definition, Clinical Presentation and Classification
5.1.1. Etiology
5.1.2. Genetic Factors
5.1.3. Neurochemical Alterations
5.1.4. Immune Function Alterations
5.1.5. Environmental Factors
5.1.6. Comorbidity
5.1.7. Diagnostic Criteria
5.1.8. Early Detection
5.1.9. Prevalence
5.1.10. Differences between DSM V and ICD-10 Classifications
5.2. Students with Autism Spectrum Disorder (ASD): Types of Alterations
5.2.1. Definition According to the DSM V
5.2.2. Symptoms According to the DSM V
5.2.3. Definition According to the ICD-10
5.2.4. Symptoms According to the ICD-10
5.2.5. Educational Intervention According to Developmental Stage
5.2.6. Educational Intervention in Early Childhood (3 to 6 Years of Age)
5.2.7. Educational Intervention in Childhood (6 to 12 Years of Age)
5.2.8. Educational Intervention in Adolescence (12 to 20 Years of Age)
5.2.9. Educational Intervention in Adulthood (20 to 40 Years of Age)
5.2.10. Curricular Adaptations
5.3. Identifying Special Educational Needs in ASD Students
5.4. ASD Student Intervention
5.5. Organizing Resources for ASD Students
5.6. Specific Intervention Models
5.7. Adapting the Curriculum for ASD Students
5.8. Educational Response for ASD Students in Childhood Education
5.9. Educational Response for ASD Students in Secondary and Primary Education
5.10. Educating Adults on ASD: Counseling for Families with ASD Students
Module 6. Mental Disorders
6.1. Concept and Definition of Mental Disorders
6.1.1. Definition of Mental Disorder
6.1.2. Historical Approaches
6.1.3. Current Interpretation
6.1.4. General Conditions
6.1.5. Importance of the Cognitive System
6.1.6. Parts of the Cognitive System
6.1.7. Classification of Mental Disorders
6.1.8. Symptoms of Mental Disorders
6.2. Psychotic Disorders
6.2.1. Definition of Psychotic Disorders
6.2.2. Possible Causes
6.2.3. Potential Conditions
6.2.4. Schizotypal Personality Disorder
6.2.5. Delusional Disorder
6.2.6. Brief Psychotic Disorder
6.2.7. Schizophrenia
6.2.8. Schizoaffective Disorder
6.2.9. Other Psychotic Disorders
6.2.10. Treatment
6.3. Mood Disorder
6.3.1. Definition of Mood Disorder
6.3.2. Possible Causes
6.3.3. Potential Conditions
6.3.4. Depressive Disorder
6.3.5. Bipolar Disorder
6.3.6. Manic Disorder
6.3.7. Other Mood Disorders
6.3.8. Treatment
6.4. Anxiety Disorders
6.4.1. Definition of Anxiety Disorder
6.4.2. Separation Anxiety Disorder
6.4.3. Selective Mutism
6.4.4. Specific Phobia
6.4.5. Social Anxiety Disorder
6.4.6. Panic Disorder
6.4.7. Other Anxiety Disorders
6.4.8. Treatment
6.5. Obsessive-Compulsive Disorder and Related Disorders
6.5.1. Definition of OCD
6.5.2. Types of OCD
6.5.3. Recurrent Obsessions
6.5.4. Cognitive Variables
6.5.5. Symptoms
6.5.6. Effects
6.5.7. Comorbidity
6.5.8. Treatment
6.6. Destructive Impulse Control and Behavior Disorders
6.6.1. Definition of Destructive Impulse Control and Behavior Disorders
6.6.2. Types of Disorders
6.6.3. Cognitive Variables
6.6.4. Symptoms
6.6.5. Effects
6.6.6. Comorbidity
6.6.7. Treatment
6.7. Personality Disorders
6.7.1. Definition of Personality Disorders
6.7.2. Group A Personality Disorders
6.7.3. Group B Personality Disorders
6.7.4. Group C Personality Disorders
6.7.5. Other Personality Disorders
6.7.6. Foundation
6.7.7. Comorbidity
6.7.8. Treatment
6.8. Including Students with Mental Disorders at School and Their Specific Needs
6.9. Educational Response to Students with Mental Disorders: Measures and Resources
6.10. Multiprofessional Coordination
Module 7. Eye Diseases
7.1. Concept and Definition of the Eye and Its Diseases
7.1.1. Introduction to the Nervous System
7.1.2. Definition of the Eye and Function
7.1.3. Parts of the Eye
7.1.4. Description of the Visual Process
7.1.5. Image Formation
7.1.6. Normal and Binocular Vision
7.1.7. Visual Perception
7.1.8. Importance of the Visual System
7.1.9. Definition of Eye Diseases
7.1.10. Neurophthalmology
7.2. Classification of Eye Diseases
7.2.1. Congenital Diseases
7.2.2. Syndromes with Ocular Involvement
7.2.3. Color Blindness
7.2.4. Infectious Agents
7.2.5. Diseases Associated with Refraction Defects
7.2.6. Diseases Concerning the Neuroanatomy of the Eye (Cornea, Retina and Optic Nerve)
7.2.7. Amblyopia
7.2.8. Strabismus
7.2.9. Visual Impairment
7.2.10. Ocular Trauma
7.3. Neurological Basis for Development and Learning
7.3.1. Human Development Pyramid
7.3.2. Developmental Phases
7.3.3. Developmental Levels
7.3.4. Sensory Level Location in the Developmental Pyramid and Its Significance
7.3.5. General Outline of Neurodevelopment
7.3.6. Sensory and Perception Neurodevelopment in Childhood
7.3.7. Early Sensation Development
7.3.8. Color Perception Development
7.3.9. Perceptual Organization Development
7.3.10. Motion Perception
7.4. Incidents in Developmental Stages
7.4.1. Risk Factors in Developmental Stages
7.4.2. Development of the Visual System at Birth
7.4.3. Development of Sensory Systems during Infancy
7.4.4. Implications for Visual Attention
7.4.5. Implication for Visual Memory
7.4.6. Implications for Reading Skills
7.4.7. Influence of Vision on the Visuomotor System and Its Development
7.4.8. Incidents in the Development of Reading Skills in the Learning Process
7.4.9. Incidents in the Development of Writing Skills in the Learning Process
7.4.10. Other Incidents
7.5. Multiprofessional Coordination
7.5.1. Teacher Specialized in Therapeutic Pedagogy for Teachers
7.5.2. Hearing and Speech Teacher Specialist
7.5.3. Special Education Monitors During Schooling
7.5.4. Educators
7.5.5. Curricular Support Teachers
7.5.6. Deafness and Blindness Mediators
7.5.7. Social Educators
7.5.8. Educational Guidance Teams
7.5.9. Specialized Educational Guidance Teams
7.5.10. Guidance Departments
7.5.11. Professional Eye Disease Doctors
7.6. Documentation and Organization According to Student Needs
7.6.1. Psychopedagogic Evaluation
7.6.2. Neuropsychopedagogic Reports
7.6.3. Ophthalmological Reports
7.6.4. Medical Documentation Specific to the Disease
7.6.5. Disorder Monitoring
7.6.6. School Documentation
7.6.7. Social Services
7.6.8. Social Organization
7.6.9. Center Organization
7.6.10. Classroom Organization
7.6.11. Family Organization
7.7. Educational Intervention According to Developmental Stages
7.7.1. Adaptations at the Educational Center Level
7.7.2. Adaptations at the Classroom Level
7.7.3. Adaptations at the Personal Level
7.7.4. Computer Supplies
7.7.5. Educational Intervention in Early Childhood
7.7.6. Educational Intervention in Second Childhood
7.7.7. Educational Intervention in Maturity
7.7.8. Intervention to Promote Visual Capacity
7.7.9. Educational Intervention to Promote the Reading-Writing Process
7.7.10. Intervention with Families
7.8. Adapted Tools and Supplies
7.8.1. Tools to Work with Visually Impaired Students
7.8.2. Tools to Work with Visually Disabled Students
7.8.3. Adapted Individual Supplies
7.8.4. Adapted Collective Supplies
7.8.5. Visual Skills Programs
7.8.6. Adapting Curricular Elements
7.8.7. Adapting Shared Spaces
7.8.8. Tiflotechnology
7.8.9. Visual Technical Assistance
7.8.10. Visual Stimulation Programs
7.9. School-Based Socio-Community Intervention
7.9.1. Concept of Socio-Community Intervention
7.9.2. Student Body Schooling
7.9.3. Child Socialization
7.9.4. Extracurricular Outings
7.9.5. Family Circle
7.9.6. Relation Between Family and School
7.9.7. Peer-to-Peer Relationships
7.9.8. Leisure and Free Time
7.9.9. Professional Training
7.9.10. Social Inclusion
7.10. Disease Evaluation and Prognosis
7.10.1. Signs of Visual Problems
7.10.2. Attitudinal Observation of the Student
7.10.3. Ophthalmologic examination
7.10.4. Psychopedagogic Evaluation
7.10.5. Assessing the Degree of Adjustment for Visual Disabilities
7.10.6. Differences Associated with Visual Pathology
7.10.7. Family Coexistence Analysis
7.10.8. Functional Vision Student Evaluation Test
7.10.9. Visual Stimulation Programs and Ranges
7.10.10. Visual Rehabilitation
Module 8. Ear Diseases
8.1. Concept and Definition of the Ear and Its Diseases
8.1.1. Introduction to the Nervous System
8.1.2. Definition of the Ear and Function
8.1.3. Parts of the Ear
8.1.4. General Neuroanatomical Basis of the Ear
8.1.5. Development of the Auditory System
8.1.6. Balance System
8.1.7. Description of the Auditory Process
8.1.8. Auditory Perception
8.1.9. Importance of the Auditory System
8.1.10. Definition of Ear Diseases
8.2. Classification of Ear Diseases
8.2.1. Congenital Diseases
8.2.2. Infectious Agents
8.2.3. Diseases of the Outer Ear
8.2.4. Diseases of the Middle Ear
8.2.5. Diseases of the Inner Ear
8.2.6. Hearing Loss Classification
8.2.7. Psychobiological Aspects of Hearing Loss
8.2.8. Ear Trauma
8.3. Neurological Basis for Development and Learning
8.3.1. Human Development Pyramid
8.3.2. Developmental Phases
8.3.3. Developmental Levels
8.3.4. Sensory Level Location in the Developmental Pyramid and Its Significance
8.3.5. General Outline of Neurodevelopment
8.3.6. Sensory and Perception Neurodevelopment in Childhood
8.3.7. Development of Auditory Processing Related to Language
8.3.8. Social Development
8.4. Incidents in Developmental Stages
8.4.1. Risk Factors in Developmental Stages
8.4.2. Development of the Hearing System at Birth
8.4.3. Development of Sensory Systems during Infancy
8.4.4. Influence of Hearing on Balance Development in the Early Stages of Learning
8.4.5. Communication Difficulties
8.4.6. Motor Coordination Difficulties
8.4.7. Influence on Attention
8.4.8. Functional Implications
8.4.9. Implications for Reading Skills
8.4.10. Emotional Incidents
8.5. Multiprofessional Coordination
8.5.1. Teacher Specialized in Therapeutic Pedagogy for Teachers
8.5.2. Hearing and Speech Teacher Specialist
8.5.3. Special Education Monitors During Schooling
8.5.4. Educators
8.5.5. Curricular Support Teachers
8.5.6. Sign Language Professional
8.5.7. Deafness and Blindness Mediators
8.5.8. Social Educators
8.5.9. Educational Guidance Teams
8.5.10. Specialized Educational Guidance Teams
8.5.11. Guidance Departments
8.5.12. Professional Eye Disease Doctors
8.6. Documentation and Organization According to Student Needs
8.6.1. Psychopedagogic Evaluation
8.6.2. Neuropsychopedagogic Reports
8.6.3. Medical Reports
8.6.4. Audiometries
8.6.5. Acumetry
8.6.6. Tympanometry
8.6.7. Supraliminal Tests
8.6.8. Stapedial Reflex
8.6.9. School Documentation
8.6.10. Center Organization
8.6.11. Classroom Organization
8.6.12. Social and Family Organization
8.7. Educational Intervention According to Developmental Stages
8.7.1. Adaptations at the Educational Center Level
8.7.2. Adaptations at the Classroom Level
8.7.3. Adaptations at the Personal Level
8.7.4. Logopedic Intervention According to Developmental Stages
8.7.5. Educational Intervention in Early Childhood
8.7.6. Educational Intervention in Second Childhood
8.7.7. Educational Intervention in Maturity
8.7.8. Alternative and Augmentative Communication Systems
8.7.9. Intervention to Stimulate Auditory Capacity
8.7.10. Educational Intervention to Improve Linguistic Capacity
8.7.11. Intervention with Families
8.8. Adapted Tools and Supplies
8.8.1. Tools to Work with Visually Impaired Students
8.8.2. Tools to Work with Visually Disabled Students
8.8.3. Adapted Individual Supplies
8.8.4. Adapted Collective Supplies
8.8.5. Auditory Skills Programs
8.8.6. Adapting Shared Spaces
8.8.7. Adapting Curricular Elements
8.8.8. ICT Influences
8.8.9. Auditory Technical Assistance
8.8.10. Auditory Stimulation Programs
8.9. School-Based Socio-Community Intervention
8.9.1. Concept of Socio-Community Intervention
8.9.2. Student Body Schooling
8.9.3. Student Schooling
8.9.4. Child Socialization
8.9.5. Extracurricular Outings
8.9.6. Family Circle
8.9.7. Relation Between Family and School
8.9.8. Peer-to-Peer Relationships
8.9.9. Leisure and Free Time
8.9.10. Professional Training
8.9.11. Social Inclusion
8.10. Disease Evaluation and Prognosis
8.10.1. Signs of Hearing Problems
8.10.2. Subjective Hearing Tests
8.10.3. Objective Hearing Tests
8.10.4. Psychopedagogic Evaluation
8.10.5. ENT Physician Evaluation
8.10.6. The Audiologist’s Role
8.10.7. Speech Therapist Evaluation
8.10.8. Social Services Role
8.10.9. Family Coexistence Analysis
8.10.10. Treatment
Module 9. Communication Disorders
9.1. Concept and Definition of Communication and Its Disorders
9.1.1. Definition of Communication
9.1.2. Types of Communication
9.1.3. Definition of Language
9.1.4. Stages in Communication
9.1.5. Definition of Disorder
9.1.6. Introduction to the Nervous System
9.1.7. Description of the Communicate Process
9.1.8. Difference between Communication and Speech
9.1.9. Language in Relation to Auditory and Visual Processing
9.1.10. Concept of Communication Disorders
9.2. Classification and Typology of Communication Disorders
9.2.1. Specific Language Disorder
9.2.2. Language Delays
9.2.3. Social Communication Disorder
9.2.4. Speech Sound Disorder
9.2.5. Childhood-Onset Fluency Disorder (Stuttering)
9.2.6. Selective Mutism
9.2.7. Students with Hearing Loss
9.2.8. Specific Learning Disorder
9.2.9. Academic or Educational Problems
9.2.10. Unspecified Communication Disorder
9.3. Neurological Basis for Development and Learning
9.3.1. Human Development Pyramid
9.3.2. Developmental Phases
9.3.3. Developmental Levels
9.3.4. Location of Language Skills in the Developmental Pyramid and Its Importance
9.3.5. General Outline of Neurodevelopment
9.3.6. Perceptual and Motor Neurodevelopment in Childhood
9.3.7. Developmental Areas that Influence Language
9.3.8. Cognitive Development via Communication and Language
9.3.9. Social and Affective Development via Communication and Language
9.4. Incidents in Developmental Stages
9.4.1. Early Language and Speech Development
9.4.2. Early Childhood: Language Development
9.4.3. Development of Spoken Language
9.4.4. Vocabulary Development and Grammatical Knowledge
9.4.5. Development of Communication Knowledge
9.4.6. Illiteracy: Written Language Comprehension and Use
9.4.7. Learning Difficulties in Reading
9.4.8. Emotional and Affective Development in Students
9.4.9. Diseases Related to Language Disorders
9.4.10. Other Incidents
9.5. Multiprofessional Coordination
9.5.1. Teacher Specialized in Therapeutic Pedagogy for Teachers
9.5.2. Hearing and Speech Teacher Specialist
9.5.3. Special Education Monitors During Schooling
9.5.4. Educators
9.5.5. Curricular Support Teachers
9.5.6. Sign Language Professional
9.5.7. Deafness and Blindness Mediators
9.5.8. Social Educators
9.5.9. Educational Guidance Teams
9.5.10. Specialized Educational Guidance Teams
9.5.11. Guidance Departments
9.5.12. Professional Eye Disease Doctors
9.6. Documentation and Organization According to Student Needs
9.6.1. Psychopedagogic Tests
9.6.2. Psychopedagogic Evaluation
9.6.3. Neuropsychopedagogic Reports
9.6.4. Speech Therapy Report
9.6.5. Specific Medical Documentation for Language Disorders
9.6.6. School Documentation
9.6.7. Social Organization
9.6.8. Center Organization
9.6.9. Classroom Organization
9.6.10. Family Organization
9.7. Educational Intervention According to Developmental Stages
9.7.1. Logopedic Intervention According to Developmental Stages
9.7.2. Adaptations at the Educational Center Level
9.7.3. Adaptations at the Classroom Level
9.7.4. Adaptations at the Personal Level
9.7.5. Educational Intervention in Early Childhood
9.7.6. Educational Intervention in Second Childhood
9.7.7. Educational Intervention in Maturity
9.7.8. Intervention with Families
9.8. Adapted Tools and Supplies
9.8.1. Tools to Work with Communication Disorders Students
9.8.2. Adapted Individual Supplies
9.8.3. Adapted Collective Supplies
9.8.4. Linguistic Skills Programs
9.8.5. Programs to Promote Reading and Writing
9.8.6. Adapting Curricular Elements
9.8.7. ICT Influences
9.8.8. Auditory and Visual Stimulation
9.9. School-Based Socio-Community Intervention
9.9.1. Concept of Socio-Community Intervention
9.9.2. Student Schooling
9.9.3. Child Socialization
9.9.4. Extracurricular Outings
9.9.5. Family Circle
9.9.6. Relation Between Family and School
9.9.7. Peer-to-Peer Relationships
9.9.8. Leisure and Free Time
9.9.9. Professional Training
9.9.10. Social Inclusion
9.10. Disorder Evaluation and Prognosis
9.10.1. Manifestations of Communication Problems
9.10.2. Speech Therapy Report
9.10.3. ENT Physician Evaluation
9.10.4. Subjective Hearing Tests
9.10.5. Psychopedagogic Evaluation
9.10.6. Speech Therapy Rehabilitation
9.10.7. Family Coexistence Analysis
9.10.8. Auditory Treatments
9.10.9. Family Coexistence Analysis
9.10.10. Treatment
Module 10. Other Diseases and Disorders
10.1. Deafblindness
10.1.1. Definition
10.1.2. Deafblindness Implications and Consequences
10.1.3. Evolution and Development of Deafblind Individuals
10.1.4. Keys to Psychopedagogic Intervention
10.1.5. Communication
10.1.6. Communication Systems
10.1.7. Keys to Psychopedagogic Intervention with the Family
10.1.8. Stages of Acceptance
10.1.9. Family Needs
10.2. West Syndrome
10.2.1. Definition Etiology Prevalence Prognosis
10.2.2. General Symptoms
10.2.3. Psychopedagogic Intervention
10.2.4. Language and Communication
10.2.5. Personal Autonomy
10.2.6. Perceptual-Cognitive Area
10.2.7. Sensory Stimulation
10.2.8. Resources
10.2.9. Family Needs
10.3. Rubinstein-Taybi Syndrome
10.3.1. Definition
10.3.2. Etiology
10.3.3. Prevalence
10.3.4. General Symptoms
10.3.5. Medical Problems Associated with the Syndrome
10.3.6. Growth and Development
10.3.7. Diagnosis and Treatment
10.3.8. Family Needs
10.4. Instrumental Difficulties
10.4.1. What are the Instrumental Areas of Learning?
10.4.2. Dyslexia
10.4.3. Dysorthography
10.4.4. Dysgraphia
10.4.5. Dyscalculia
10.4.6. Evaluation in Schools
10.4.7. Psychopedagogic and Speech Therapy Evaluation
10.4.8. Adapting Supplies
10.4.9. Adapting Teaching Techniques
10.4.10. Adapting Classwork and Assessments
Module 11. ICT, Innovation and Emerging Methodologies
11.1. ICT in Special Education
11.1.1. Special Educational Needs
11.1.2. Special Education Principles and ICT Use
11.1.3. Role and Value of ICT in Special Education
11.1.4. Technological Inclusion vs. Marginalization
11.1.5. Digital Accessibility
11.1.6. The Right to Access
11.1.7. ICT Resources for Students with Special Educational Needs
11.1.8. ICT Benefits to Education
11.1.9. Assistance Technologies for Diversity (ATD)
11.1.10. ICT to Assess Students with Special Educational Needs
11.2. Resources for Students with Auditory Disabilities
11.2.1. ICT Resources for Auditory Disabilities
11.2.2. Objectives
11.2.3. HETAH- Sign Language Translator
11.2.4. Mobile Application for People with Hearing Impairment (MAPHI)
11.2.5. Spreadthesign
11.2.6. Pictotranslator
11.2.7. The Seraph Snail
11.2.8. Signs Library
11.2.9. Speechviewer II Phonetic Viewer
11.2.10. Sueñaletras
11.3. Resources for Students with Visual Disabilities
11.3.1. ICT Resources for Visual Disabilities
11.3.2. Objectives
11.3.3. Hetah Transcriber
11.3.4. Knfbreader
11.3.5. The Magic Tree of Words
11.3.6. Audescmobile
11.3.7. Cantaletras
11.3.8. Winbraille
11.3.9. Jaws
11.3.10. Adapted Hardware
11.4. Resources for Students with Motor Disabilities
11.4.1. ICT Resources for Motor Disabilities
11.4.2. Objectives
11.4.3. Keytweak
11.4.4. Formpilot Office
11.4.5. Emuclic
11.4.6. SinClic 0.9
11.4.7. Virtual Keypads: VirtualTEC
11.4.8. Remote Mouse
11.4.9. Adapted Software
11.5. Resources for Students with Intellectual Disabilities
11.5.1. ICT Resources for Intellectual Disabilities
11.5.2. Objectives
11.5.3. Cabezudos
11.5.4. Ableservices
11.5.6. Tecnocom Lite
11.5.7. Help, I’m Lost
11.5.8. Game of the Opposites
11.5.9. Special Stories
11.5.10. Learning Project
11.6. Resources for ASD
11.6.1. ICT Resources for Students with Autism
11.6.2. Objectives
11.6.3. Emotions Project
11.6.4. ASD Doctor
11.6.5. Social Classroom
11.6.6. Words in Pictures
11.6.7. Applyautism
11.6.8. AraWord
11.6.9. Communicator goTalk 9+
11.6.10. Zac Browser
A university program that will provide you with the most commonly used digital tools to work in the classroom with students with ASD or ADHD"