The world's largest faculty of psychology”
This Postgraduate Diploma will give you the keys to identify types of learning disorders, such as dyslexias, dyscalculias, dysgraphias, or ADHD"
Cognitive abilities allow the individual to think, know, store, organize and transform information. That is to say, without these abilities, human beings would not be able to develop naturally in society. In the classroom, many children suffer from learning disorders, which also affect them emotionally and limit their educational and personal development. For this reason, TECH has designed a program that aims to reinforce, expand and update the neuropsychological knowledge of graduates in Psychology to project their professional career and optimize their services in educational centers.
This program provides an in-depth study of the protocols for action on AD pathologies in formal and non-formal educational centers, intervention strategies for learning difficulties in compulsory education and the DSM-5, among many other aspects. All this, with a 100% online program, supported by a teaching team versed in the scientific-educational field. In addition, thanks to the Relearning methodology applied by TECH, students are exempted from long hours of study and are given the opportunity to learn in a progressive and continuous way for a more effective assimilation of concepts.
Likewise, this Postgraduate Diploma is developed in only 6 months to speed up the academic process and provide students with skills through theoretical and practical exercises and simulation of real cases that prepare them for their practical professional application. This is a unique opportunity for those specialists who wish to acquire a quality university program at their fingertips, with just one click.
A 100% online, rigorous and flexible program that does not depend on fixed schedules so that you can follow the teaching from wherever and whenever you want"
This Postgraduate Diploma in LD Assessment and Intervention contains the most complete and up-to-date program on the market. The most important features include:
- The development of case studies presented by experts in psychology and education
- The graphic, schematic, and practical contents with which they are created, provide practical information on the disciplines that are essential for professional practice
- Practical exercises where self-assessment can be used 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
Obtain theoretical and practical materials to understand the socio-educational limitations implied by LD disorders"
The program’s teaching staff includes professionals from sector who contribute their work experience to this educational 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 education 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.
It addresses the technological tools that can promote the rehabilitation of hearing-impaired patients in schools"
Learn about the keys to the early detection of SEN and their development within the contemporary educational framework"
The content of this Postgraduate Diploma has been carefully designed by the teaching team specialized in Psychology and Education. They are professionals who have participated in large teaching projects in collaboration with nationally recognized entities such as La Caixa. Their extensive experience in the pediatric and geriatric sector, makes the specialization of this program rigorous and has all the knowledge experienced in its own performance scenario. The syllabus of this program is developed around the intervention strategies for learning difficulties in compulsory education, the protocols of action on LD pathologies in formal and non-formal educational centers and the DSM-5. In addition, the Relearning system, based on content repetition, exempts specialists from long hours of memorization and allows a progressive and easy study of the subject.
Adapt the study of the program to your personal and professional needs and increase your knowledge while working in or out of the field"
Module 1. Concept, Characteristics, Assessment and Intervention in Learning Difficulties in Compulsory Education
1.1. Learning Difficulties Categories and Classification
1.1.1. Learning Difficulties (LD) Definition and concept
1.1.2. Specific Learning Difficulties (SLD) Definition and concept
1.1.3. Special Educational Needs (SEN) Definition and concept
1.1.4. Specific Educational Support Needs (SNES) Definition and concept
1.1.5. Legal Framework and Diagnostic Categories Included and Excluded from State Support for SEN in Spain
1.2.3. Evaluation. Difference between Reading Delay and Dyslexia
1.2.4. Dyslexia Intervention in Schools
1.2.5. Dyslexia and ADHD
1.3.4. Dyslexia Intervention in Schools
1.3.5. Dyscalculia and ADHD
1.4.4. Dysgraphia Intervention in Schools
1.4.5. Dysgraphia and ICT
1.5.4. ADHD Intervention in Schools
1.5.5. ADHD and ICT
1.6. Severe Behavioral Disorder
1.6.4. Behavioural Disorder Intervention in Schools
1.6.5. Severe Behavioral Disorder and Associated Disorders
1.7. Visual and Hearing Impairment
1.7.1. Visual Impairment Concept
1.7.2. Visual Impairment Assessment in Educational Psychology
1.7.3. Visual Impairment Intervention in Schools
1.7.4. Hearing Impairment Concept
1.7.5. Hearing Impairment Assessment in Educational Psychology
1.7.6. Hearing Impairment Intervention in Schools
1.7.7. ICT Disability
1.8. Motor Disability
1.8.3. Evaluation in Educational Centers: Specific Center Collaboration
1.8.4. Motor Impairment Intervention in Schools
1.9. High Abilities
1.9.2. Main Characteristics. Why is it Considered a LD?
1.9.3. Evaluation in Educational Centers: Specific Center Collaboration
1.9.4. High Ability Intervention in Schools. Specific Programs in Educational Centers
1.10. SCSH and Minors in a Socio-Educationally Disadvantaged Situation
1.10.1. SCSH Concept
1.10.2. Evaluation in Educational Centers: Specific Center Collaboration
1.10.3. Intervention in Children with Special Requirements in their School History
1.10.4. Socio-Educational Disadvantages and LD
1.10.5. Evaluation in Educational Centers: Specific Center Collaboration
1.10.6. Visual Impairment Intervention in Schools
Module 2. Protocols and Frameworks for the Diagnosis and Evaluation of Learning Difficulties in Formal Education Centers
2.1. Concept, Evolution and Diagnostic Criteria Early SEN Detection Legal Framework in Spain
2.1.1. Diagnostic Criteria Concept and Evolution of LD
2.1.2. Early Detection and Action Frameworks
2.1.3. LD Evaluation in Formal Education Centers
2.2. Evaluation Protocols in Formal Education Centers
2.2.1. Action Protocols for Early Childhood and Primary Schools
2.2.2. Protocol in Elementary School, Middle School, and High School
2.2.3. What About SEN at the Post-Compulsory Levels of Education?
2.3. Professional Practice Legislation for Learning Difficulties
2.3.1. Legal Framework in Spain
2.3.2. Other Related Legislation Specific Regulations
2.4. Cognitive Functions and their Subprocesses
2.4.1. Main Cognitive Functions to be Assessed in LD
2.4.2. Reading and its Subprocesses
2.4.3. Writing and its Subprocesses
2.4.4. Attention and Perception and their Subprocesses
2.5. Standardized Reading Tests
2.5.1. Global Reading
2.5.2. Reading Comprehension
2.5.3. Reading Research
2.6. Standardized Writing Tests
2.6.1. Access Routes to Lexicon
2.6.2. Writing Composition
2.6.3. Writing Research
2.7. Standardized Attention and Perception Tests
2.7.1. Types of Tasks that Assess Each Attention Aspect: Sustained Attention, Divided Attention, Selective Attention
2.7.2. Global Attention Assessment Tests
2.7.3. Attention Research
2.8. Standardized Memory Tests
2.8.1. Working Memory.
2.8.2. Other Types of Memory
2.8.3. Memory Research
2.9. Basic Competency Assessment Tools for Elementary Education
2.9.1. Test Kits for the First and Second Cycle of Elementary Education
2.9.2. Competency Assessment Tools for Other Educational Levels
2.9.3. Research Framework for Basic Skill Testing
2.10. Complementary Evaluation Protocols in the Educational Field
2.10.1. Non-Formal Education Evaluation
2.10.2. Competency Assessment in Higher Education
2.10.3. Evaluation of Teaching Skills
Module 3. Concept, Characteristics, Assessment and Intervention in Developmental Disorders in Compulsory Education
3.1. Introduction to Developmental Disorders
3.1.1. What is a Developmental Disorder?
3.1.2. Developmental Disorders in the DSM-5
3.1.3. Learning Difficulties that May Occur in Relation to Developmental Disorders
3.2. Communication and Language Disorders
3.2.1. Communication and Language Disorder Concept
3.2.2. Specific Language Disorder (SLD)
3.2.3. Assessment and Intervention of Simple Language Delay
3.2.4. Educational Context Intervention
3.3. Concept, Assessment and Speech Disorder Intervention
3.4. Autism Spectrum Disorders
3.4.1. Autism Spectrum Disorders: Diagnosis and Assessment
3.4.2. Family Intervention in ASD
3.4.3. Psychological and Educational Intervention in ASD
3.5. Pervasive Developmental Disorders (PDD)
3.5.1. Pervasive Developmental Disorders: Diagnosis and Classification
3.5.2. PDD Evaluation
3.5.3. PDD Intervention, Techniques and Programs
3.6. Attention Deficit Disorder, Dissocial Disorder and Oppositional Defiant Disorder
3.6.1. ADHD. Concept and Evaluation
3.6.2. Dissocial Disorder: Concept and Assessment
3.6.3. Oppositional Defiant Disorder: Concept and Assessment
3.6.4. General Guidelines for Classroom Educational Intervention
3.7. Concept, Evolution and Historical Concept of Intellectual Disability
3.7.1. The Concept of Disability
3.7.2. Historical Evolution of Disability
3.7.3. Intellectual Disability and its Classification
3.7.4. Developmental Characteristics of Children with Intellectual Disabilities
3.7.5. Guidelines for Psycho-Educational Intervention in the Classroom
3.8. Diagnosis and Evaluation of Intellectual Disability in Educational Institutions
3.8.1. Intellectual Disability Diagnosis
3.8.2. Psycho-Educational Assessment and Classroom Intervention
3.9. Concept, Classification and Detection of Visual and Hearing Impairment in the Educational Environment
3.9.1. Visual Impairment Concept and Types
3.9.2. Most Frequent Visual Diagnoses in Educational Centers
3.9.3. Visual Impairment Detection in Educational Centers
3.9.4. Guidelines for Psycho-Educational Classroom Intervention with Children with Visual and Hearing Impairment. Reading The Braille System Spanish Sign Language (LSE)
3.10. Concept, Classification and Intervention Guidelines for Children with Motor Disabilities
3.10.1. Motor Disability Concept and Types
3.10.2. Motor Diagnosis
3.10.3. Guidelines for Psycho-Educational Classroom Intervention with Children with Visual and Hearing Impairments
Become a specialist in psychoeducational assessment and intervention in the classroom, thanks to this program focused on LD"