Las nuevas formas de enseñar necesitan nuevas fórmulas de enseñanza y aprendizaje: entra a formar parte de los líderes de este cambio en la escuela”

El trabajo de la neuropsicología es complejo. Abarca un amplio espectro de intervención que requiere del profesional una capacitación muy específica en las diversas ramas del desarrollo cerebral. Esta disciplina, ligada profundamente a la neurología y al estudio fisiológico del cerebro, se ve afectada por los cambios que la evolución del conocimiento en esta rama científica consigue. Esto supone para el profesional un intenso reto de actualización permanente que le permita estar en vanguardia en cuanto a abordaje, intervención y seguimiento de los casos que pueden presentarse en su consulta.

A lo largo de esta especialización, el alumno recorrerá todos los planteamientos actuales en el trabajo del neuropsicólogo en los diferentes retos que su profesión plantea. Un paso de alto nivel que se convertirá en un proceso de mejora, no solo profesional, sino personal.

Este reto es uno de los que en TECH Global University asume como compromiso social: ayudar a la especialización de profesionales altamente cualificados y desarrollar sus competencias personales, sociales y laborales durante el desarrollo la misma.

No solo se lleva a través de los conocimientos teóricos ofrecidos, sino que se muestra otra manera de estudiar y aprender, más orgánica, más sencilla y más eficiente. Se trabaja para mantenerle motivado y por crear la pasión por el aprendizaje. Se impulsa a pensar y a desarrollar el pensamiento crítico.

Una especialización creada para profesionales que aspiran a la excelencia y que te permitirá adquirir nuevas competencias y estrategias de manera fluida y eficaz”

Esta Postgraduate diploma en Educational Alternatives and Learning Development contiene el programa educativo más completo y actualizado del mercado. Sus características más destacadas son:

• Última tecnología en software de enseñanza online
• Sistema docente intensamente visual, apoyado en contenidos gráficos y esquemáticos de fácil asimilación y comprensión 
• Desarrollo de casos prácticos presentados por expertos en activo
• Sistemas de vídeo interactivo de última generación
• Enseñanza apoyada en la telepráctica
• Sistemas de actualización y reciclaje permanente
• Aprendizaje autorregulable: total compatibilidad con otras ocupaciones
• Ejercicios prácticos de autoevaluación y constatación de aprendizaje
• Grupos de apoyo y sinergias educativas: preguntas al experto, foros de discusión y conocimiento
• Comunicación con el docente y trabajos de reflexión individual
• Disponibilidad de los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet
• Bancos de documentación complementaria disponible permanentemente, incluso después del programa

La gestión de las dificultades en el aula es una de las competencias que más herramientas requiere del profesional: un conocimiento que esta Postgraduate diploma te ofrece en apenas unos meses”

El personal docente está integrado por profesionales en activo. De esta manera nos aseguramos de ofrecer el objetivo de actualización que se pretende. Un cuadro multidisciplinar de médicos formados y experimentados en diferentes entornos, que desarrollarán los conocimientos teóricos, de manera eficiente, pero, sobre todo, pondrán al servicio del programa los conocimientos prácticos derivados de su propia experiencia: una de las cualidades diferenciales de esta Postgraduate diploma.  

Este dominio de la materia se complementa con la eficacia del diseño metodológico de esta Postgraduate diploma. Elaborado por un equipo multidisciplinario de expertos en e-learning, integra los últimos avances en tecnología educativa. De esta manera, podrá estudiar con un elenco de herramientas multimedia cómodas y versátiles, que darán la operatividad que necesita en su capacitación. 

El diseño de este programa está basado en el Aprendizaje Basado en Problemas: un planteamiento que concibe el aprendizaje como un proceso eminentemente práctico. Para conseguirlo de forma remota, se usará la telepráctica: con la ayuda de un novedoso sistema de vídeos interactivos, y el Learning from an Expert podrá adquirir los conocimientos como si estuviese enfrentándose al supuesto que está aprendiendo en ese momento. Un concepto que permitirá integrar y fijar el aprendizaje de una manera más realista y permanente.

El desarrollo de los programas de intervención más avanzados en una especialización de alta intensidad"

Diferentes maneras de aprender requieren diferentes formas de enseñar. Conocerlas es la clave de nuevo profesional de éxito"

The contents of this specialization have been developed by the different teachers on this program with a clear purpose: to ensure that our students acquire each and every one of the necessary skills to become true experts in this field.  

The content of this Postgraduate diploma will allow you to learn all aspects of the different disciplines involved in this area: a very complete and well-structured program that will lead you to the highest standards of quality and success.    

Our program will take you, steadily and smoothly, through a complete and effective development, in which practice will be the engine of all learning”     

Module1. Emerging Educational Alternatives for the Management of Learning Difficulties 

1.1. Introduction
1.2. Information and Communication Technologies (ICT)

1.2.1. Theoretical Fundamentals of ICT
1.2.2. Historical Development of ICT
1.2.3. Classification of ICT

1.2.3.1. Synchronous
1.2.3.2. Asynchronous

1.2.4. TIC Features
1.2.5. Potential of ICT in Different Contexts of Society

1.3. ICT in Educational Environments

1.3.1. Contribution of ICT to Education in General

1.3.1.1. Tradition Education and ICT Incorporation
1.3.1.2. Impact of ICT in 21st Century Education
1.3.1.3. Learning and Teaching With ICT: Expectations, Realities and Potential

1.3.2. ICT Approaches in the Care of Learning Difficulties

1.3.2.1. ICT as an Educational Resource for the Care of Learning Difficulties

1.3.2.1.1. Teaching Reading
1.3.2.1.2. Teaching Writing
1.3.2.1.3. Teaching Mathematics
1.3.2.1.4. Attention Deficit Hyperactivity Disorder (ADHD)

1.3.3. Role of the Teacher in the use of ICT

1.3.3.1. In the Classroom
1.3.3.2. Out-of-Classroom Spaces

1.4. Chess and its Pedagogical Value

1.4.1. Brief Historical Review of Chess
1.4.2. Its Playful Nature
1.4.3. Pedagogical Fundamentals of Play-Science
1.4.4. Chess as an Educational Tool: In the School Context and in Socially Vulnerable Environments
1.4.5. Potentials of Chess in the Teaching- Learning Process of Students with Learning Difficulties

1.4.5.1. Contributions of Chess in Cognitive Activity

1.4.5.1.1. Attention
1.4.5.1.2. Memory
1.4.5.1.3. Motivation
1.4.5.1.4. Managing Emotions
1.4.5.1.5. Strategic Thinking
1.4.5.1.6. Intelligence
1.4.5.1.7. Transfer of Learning

1.4.5.2. Contributions of Chess in the Context of Executive Functions

1.4.5.2.1. Organization
1.4.5.2.2. Planning
1.4.5.2.3. Execution (Planning, Inhibitory Control, Self-Monitoring)
1.4.5.2.4. Evaluation / Review

1.5. Chess as a Binding Element of the School-Family-Community Triad in the Management of Learning Disabilities

1.5.1. Strengths in the Use of Chess in School to Promote Family Participation in the Educational Process
1.5.2. Possibilities That Chess Offers to Promote Participation of the Community in the School

1.6. Meditation: From Spiritual Practice to its Current Expansion

1.6.1. A Brief Approach to Meditation as an Educational Tool

1.6.1.1. Concept of Meditation

1.6.1.2. Origin of Meditation
1.6.1.3. Its Expansion into Different Fields

1.7. Use of the Educational Potential of Meditation, for the Management of Learning Difficulties and Attention to Diversity

1.7.1. Scientific Evidence of the Effects of Meditation on the Body, Brain and Interpersonal Relationships

1.7.1.1. Neurological Effects: Structural, Biochemical and Functional in the Brain
1.7.1.2. Psychological Effects
1.7.1.3. Physical Effects

1.7.2. Impact of Meditation Practice in Schoolchildren
1.7.3. Impact of Meditation on Teacher’s Modes of Action
1.7.4. Impact of Meditation Practice in School Environment

1.8. Activities for the Integration of Knowledge and its Practical Application
1.9. Recommending Readings
1.10. Bibliography

Module 2. Multiple Intelligences, Creativity, Talent and High Abilities

2.1. Theory of Multiple Intelligences

2.1.1. Introduction
2.1.2. Medical History
2.1.3. Conceptualization
2.1.4. Validation
2.1.5. Premises and Basic Principles of Theories
2.1.6. Neuropsychological and Cognitive Science
2.1.7. Classification of the Theories of Multiple Intelligences
2.1.8. Summary
2.1.9. Bibliographical References

2.2. Types of Multiple Intelligences

2.2.1. Introduction
2.2.2. Types of Intelligence
2.2.3. Summary
2.2.4. Bibliographical References

2.3. Assessment of Multiple Intelligences

2.3.1. Introduction
2.3.2. Medical History
2.3.3. Types of Assessments
2.3.4. Aspects to Consider in the Assessment
2.3.5. Summary
2.3.6. Bibliographical References

2.4. Creativity

2.4.1. Introduction
2.4.2. Concepts and Theories of Creativity
2.4.3. Approaches to the Study of Creativity
2.4.4. Characteristics of Creative Thinking
2.4.5. Types of Creativity
2 4.6. Summary
2.4.7. Bibliographical References

2.5. Neuropsychological Basis of Creativity

2.5.1. Introduction
2.5.2. Medical History
2.5.3. Characteristics of Creative People
2.5.4. Creative Products
2.5.5. Neuropsychological Bases of Creativity
2.5.6. Influence of the Environment and Context on Creativity
2.5.7. Summary
2.5.8. Bibliographical References

2.6. Creativity in the Educational Context

2.6.1. Introduction
2.6.2. Creativity in the Classroom
2.6.3. Stages of the Creative Process
2.6.4. How to Work on Creativity?
2.6.5. Connection Between Creativity and Thinking
2.6.6. Modification in the Educational Context
2.6.7. Summary
2.6.8. Bibliographical References

2.7. Methodologies for Developing Creativity

2.7.1. Introduction
2.7.2. Programs for Developing Creativity
2.7.3. Projects for Developing Creativity
2.7.4. Promoting Creativity in the Family Context
2.7.5. Summary
2.7.6. Bibliographical References

2.8. Creativity Assessment and Guidance

2.8.1. Introduction
2.8.2. Considerations on Assessment
2.8.3. Evaluation Tests
2.8.4. Subjective Assessment Tests
2.8.5. Guidance on Assessment
2.8.6. Summary
2.8.7. Bibliographical References

2.9. High Capacities and Talents

2.9.1. Introduction
2.9.2. Relationship Between Giftedness and High Capacities
2.9.3. Connection Between Heredity and Environment
2.9.4. Neuropsychological Foundation
2.9.5. Models of Giftedness
2.9.6. Summary
2.9.7. Bibliographical References

2.10. Identification and Diagnosis of High Capacities

2.10.1. Introduction
2.10.2. Main Characteristics
2.10.3. How to Identify Far High-Capacity Individuals
2.10.4. Role of the Agents Involved
2.10.5. Assessment Tests and Instruments
2.10.6. Intervention Programs
2.10.7. Summary
2.10.8. Bibliographical References

2.11. Problems and Difficulties

2.11.1. Introduction
2.11.2. Problems and Difficulties in the School Environment
2.11.3. Myths and Beliefs
2.11.4. Dyssynchronies
2.11.5. Differential Diagnosis
2.11.6. Differences Between Genders
2.11.7. Educational Needs
2.11.8. Summary
2.11.9. Bibliographical References

2.12. Connection Between Multiple Intelligences, High Capacities, Talent and Creativity

2.12.1 Introduction
2.12.2. Connection Between Multiple Intelligences and Creativity
2.12.3. Connection Between Multiple Intelligences, High Capacities and Talents
2.12.4. Differences Between Talent and High Capacities
2.12.5. Creativity, High Capacities and Talent
2.12.6. Summary
2.12.7. Bibliographical References

2.13. Guiding and Developing Multiple Intelligences

2.13.1. Introduction
2.13.2. Advising Teachers
2.13.3. Multidimensional Student Development
2.13.4. Curricular Enrichment
2.13.5. Strategies at Different Educational Levels
2.13.6. Summary
2.13.7. Bibliographical References

2.14. Creativity for Problem Solving

2.14.1. Introduction
2.14.2. Models of the Creative Process for Problem Solving
2.14.3. Creative Project Development
2.14.4. Summary
2.14.5. Bibliographical References

2.15. Educational Process and Family Support

2.15.1. Introduction
2.15.2. Guidelines for Teachers
2.15.3. Educational Response in Children
2.15.4. Educational Response in Primary Education
2.15.5. Educational Response in Secondary Education
2.15.6. Coordination with Families
2.15.7. Program Implementation
2.15.8. Summary
2.15.9. Bibliographical References

Module 3. Visual and Auditory Functionality for Reading, Language, Languages and Learning

3.1. Vision: Functioning and Neuropsychological Bases

3.1.1. Introduction
3.1.2. Development of the Visual System at Birth
3.1.3. Risk Factors
3.1.4. Development of Other Sensory Systems During Infancy
3.1.5. Influence of Vision on the Visuomotor System and its Development
3.1.6. Normal and Binocular Vision
3.1.7. Anatomy of Human Eyes
3.1.8. Eye Functions
3.1.9. Other Functions
3.1.10. Visual Pathways to the Cerebral Cortex
3.1.11. Elements that Favor Visual Perception
3.1.12. Vision Diseases and Alterations
3.1.13. Most Common Eye Disorders or Diseases: Classroom Interventions
3.1.14. Computer Vision Syndrome (CVS)
3.1.15. Attitudinal Observation of the Student
3.1.16. Summary
3.1.17. Bibliographical References

3.2. Visual Perception, Assessment and Intervention Programs

3.2.1. Introduction
3.2.2. Human Development: Development of the Sensory Systems
3.2.3. Sensory Perception
3.2.4. Neurodevelopment
3.2.5. Description of the Perceptual Process
3.2.6. Color Perception
3.2.7. Perception and Visual Skills
3.2.8. Evaluation of Visual Perception
3.2.9. Intervention for the Improvement of Visual Perception
3.2.10. Summary
3.2.11. Bibliographical References

3.3. Tracking Eye Movements

3.3.1. Introduction
3.3.2. Eye Movements
3.3.3. Tracking Eye Movements
3.3.4. Ocular Motility Recording and Assessment
3.3.5. Ocular Motility-Related Disorders
3.3.6. The Visual System and Reading
3.3.7. Development of Skills in Learning to Read
3.3.8. Improvement and Training Programs and Activities
3.3.9. Summary
3.3.10. Bibliographical References

3.4. Saccadic Movements and Their Implication in Reading

3.4.1. Introduction
3.4.2. Models of the Reading Process
3.4.3. Saccadic Movements and Their Relation to Reading
3.4.4. How are Saccadic Movements Evaluated?
3.4.5. The Reading Process at the Visual Level
3.4.6. Visual Memory in the Reading Process
3.4.7. Investigations to Study the Relationship Between Visual Memory and Reading
3.4.8. Reading Difficulties
3.4.9. Specialized Teachers
3.4.10. Social Educators
3.4.11. Summary
3.4.12. Bibliographical References

3.5. Visual Accommodation and its Relation to Posture in the Classroom

3.5.1. Introduction
3.5.2. Mechanisms that Allow for Accommodation or Focus
3.5.3. How is Visual Accommodation Assessed?
3.5.4. Body Posture in the Classroom
3.5.5. Visual Accommodation Training Programs
3.5.6. Aids for Visually Impaired Students
3.5.7. Summary
3.5.8. Bibliographical References

3.6. Structure and Function of the Ear

3.6.1. Introduction
3.6.2. The World of Sound
3.6.3. Sound and its Propagation
3.6.4. The Auditory Receptors
3.6.5. Ear Structure
3.6.6. Development of the Hearing System at Birth
3.6.7. Development of Sensory Systems During Infancy
3.6.8. Influence of the Ear on Balance Development
3.6.9. Ear Diseases
3.6.10. Summary
3.6.11. Bibliographical References

3.7. Auditory Perception

3.7.1. Introduction
3.7.2. Guidelines for Detecting Auditory Perception Problems
3.7.3. The Perceptive Process
3.7.4. Role of the Auditory Pathways in Perceptual Processes
3.7.5. Children with Impaired Auditory Perception
3.7.6. Evaluation Tests
3.7.7. Summary
3.7.8. Bibliographical References

3.8. Evaluation of Hearing and its Alterations

3.8.1. Introduction
3.8.2. Evaluation of the External Auditory Canal
3.8.3. Otoscopy
3.8.4. Air Audiometry
3.8.5. Bone Conduction Hearing
3.8.6. Curve of the Pain Threshold
3.8.7. Tone Audiometry, Vocal Audiometry and Acoustic Audiometry
3.8.8. Hearing Impairment: Degrees and Types of Hearing Loss
3.8.9. Causes of Hearing Loss
3.8.10. Psychobiological Aspects of Hearing Impairment
3.8.11. Summary
3.8.12. Bibliographical References

3.9. Hearing and Learning Development

3.9.1. Introduction
3.9.2. Development of the Human Ear
3.9.3. Programs, Activities and Games for Auditory Development in Children
3.9.4. Berard Method
3.9.5. Tomatis Method
3.9.6. Visual and Hearing Health
3.9.7. Adaptations of Curricular Elements
3.9.8. Summary
3.9.10. Bibliographical References

3.10. Vision and Hearing Processes Involved in Reading

3.10.1. Introduction
3.10.2. Tracking Eye Movements
3.10.3. The Visual System and Reading
3.10.4. Dyslexia
3.10.5. Color-Based Therapies for Dyslexia
3.10.6. Visual Impairment Aids
3.10.7. Summary
3.10.8. Bibliographical References

3.11. Relationship Between Vision and Hearing in Language

3.11.1. Introduction
3.11.2. Relationship Between Vision and Hearing
3.11.3. Verbal-Auditory and Visual Information Processing
3.11.4. Intervention Programs for Hearing Disorders
3.11.5. Guidelines for Teachers
3.11.6. Summary
3.11.7. Bibliographical References

A comprehensive specialized program that will take you through the necessary training to compete with the best in your profession”