Management of Learning Difficulties and Attention to Diversity

Acquire the most pertinent knowledge about attention to diversity and apply your learning in the social and health centers where you work" 

Globally, one of the greatest challenges for psychologists and other educational professionals is to provide attention to a large group of students with Learning Difficulties (LD), which manifest themselves in a heterogeneous way, and which have multifaceted and sometimes unknown causes. This Professional Master’s Degree seeks to meet the demand for well-qualified professionals (both in the health and educational fields) with up-to-date and relevant knowledge; as well as the necessary skills to successfully face the challenges posed by the integral personal development of children and adolescents, with different needs, styles, interests and circumstances, but especially those with difficulties in learning reading, writing, mathematics and who need help to adapt to different environments.

On this program Learning Difficulties are assessed in a holistic way, taking into account neurobiological, linguistic, psycho-pedagogical and social factors. The program will also cover the relationship with cognitive activity (perception, attention, memory, emotions, imagination, motivation, thinking, language, intelligence), deficiencies in teaching methodologies and practices, social conditions for development, as well as manifestations in the basic instrumental areas (reading, writing and mathematics) and in school and social adaptation and interaction. In addition, during this program, the models for prevention, diagnosis, evaluation and attention to learning difficulties are studied in depth, from an inclusive perspective, with emphasis on potential, valuing and using diversity as a source of learning and integral personal development.

This program was developed by an academic committee made up of specialists with experience in the clinical, educational and social fields. These professionals apply their expertise to support the professional development needs of Psychologist working in interdisciplinary and multidisciplinary teams, school management structures and specialized care. They have conducted extensive research and have designed a syllabus that is in line with academic objectives.

A high-level program created by the best experts in the field, which will allow you to achieve professional success" 

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: 

• The development of practical cases presented by experts in Pediatric Psychology
• Graphic, schematic, and practical contents which provide scientific and practical information on the disciplines that are essential for professional practice
• The latest developments in Pediatric Psychology
• Practical exercises where self-assessment can be carried out to improve learning
• Emphasis on innovative methodologies for the teaching of Pediatric Psychology
• 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

This Professional Master’s Degree is the best investment you can make when selecting a refresher program, for two reasons: in addition to updating your knowledge of Management of Learning Difficulties and Attention to Diversity, you will obtain a Professional Master’s Degree endorsed by TECH Technological University”

The teaching staff includes professionals from the fields of psychology and education, who bring 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 learning experience designed to prepare them for real-life situations. 

The design of this program focuses on Problem-Based Learning, through which Psychologists must try to solve the different professional practice situations that arise. For this purpose, specialists will be assisted by an innovative, interactive video system created by renowned and experienced experts in the field of Pediatric Psychology. 

Increase your decision-making confidence by updating your knowledge with this Professional Master’s Degree"

We offer you the best teaching methodology on the market and comprehensive theoretical and practical material that will help you to undertake an immersive study of this subject"

The syllabus has been designed by a team of professionals from the best educational institutions and universities in the country, who are aware of the relevance of up-to-date, innovative education and are committed to excellent teaching using new educational technologies. This content is primarily aimed at providing psychology professionals with the necessary skills to progress within the sector and provide more effective care for children and adolescents.

A comprehensive teaching program, structured in well-developed teaching units, aimed at 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. Of a Theoretical Nature 
 1.2.2.2. Of a Methodological Nature 
 1.2.2.3. Of Practical Nature 

1.2.3. Influence of Educational Psychology on 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 Attention to 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 School Student  

 1.4.2.1. 6-8-Year-Old Child 

  1.4.2.1.1. First Grade Child 
  1.4.2.1.2. Second Grade Child 

 1.4.2.2. 8-10-Year-Old Child 

  1.4.2.2.1. Third Grade Child 
  1.4.2.2.2. Fourth Grade Child 

 1.4.2.3. 10-12-Year-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. Initiation 
 1.6.6.2. Development 
 1.6.6.3. Closure 

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 Commonalities 
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. Overlap of Disorders and Learning Difficulties that Complicate Understanding 
 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 SEN 
  2.3.4.4.2. SEN, Differences and Similarities to Learning Difficulties 

2.4. Classification of Learning Difficulties 

2.4.1. International Classification Systems 

 2.4.1.1. DSM-5 (Diagnostic and Statistical Manual of Mental Disorders) 
 2.4.1.2. ICD-10 (International Statistical Classification of Diseases and Related Health Problems) 

2.4.2. Classification of Learning Difficulties According to DSM-5 
2.4.3. Classification of Learning Difficulties According to ICD-10 (ICD-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. Models for Attention to 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 Reading 
2.10. Bibliography 

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

3.1. Introduction 
3.2. Diagnosis and Distinctive Characteristics 

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

3.3. Features of the Evaluation Process 

3.3.1. Academic 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 for Learning Difficulties 

3.5.1. Definitions 

 3.5.1.1. Diagnosis and Its Specific Features 
 3.5.1.2. Assessment and Its Specific Features 

3.5.2. Techniques and Instruments for Diagnosis and Evaluation 

 3.5.2.1. With 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 its Interdisciplinary Formation 

3.6.1. Possibilities for the Evaluation Team's Composition 
3.6.2. Specific Features 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 Evaluation 
 3.7.1.2. In Care 

3.7.2. Essential Components 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 Reading 
3.10. Bibliography 

Module 4. Management of Learning Difficulties Fundamentals 

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. School Organization and its Impact on the Educational Process 

 4.6.3.1. Definition 
 4.6.3.2. Daily Routine 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 Teaching 
 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 Framework of Educational Inclusion 

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 Educational Inclusion 

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

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

Module 5. Language as a Determining Element in Attention to Learning Difficulties 

5.1. Introduction 
5.2. Thought and Language: Their Relationships 

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

5.3. Relationship between Language and Learning Difficulties 

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

5.4. Language Developmental Delay and its Implications in 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 Reading 
5.10. Bibliography 

Module 6. Learning Difficulties in Reading and Their Impact on the Citizen Education 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 Aid 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 Support Reading Comprehension 

6.8. Activities for the Integration of Knowledge and its Practical Application 
6.9. Recommending Reading 
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 Support 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. Digraphy as a Specific Handwriting Learning Difficulty 

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 Support the Planning of a Text 
7.7.3. Strategies to Support the Production of a Written Text 
7.7.4. Strategies to Support the Review of a Written Text 

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

Module 8. Mathematical Learning Difficulty (MLD) 

8.1. Introduction 
8.2. Mathematical Knowledge, Basic Concepts

8.2.1. Concept of Quantity and Quantifiers 
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. Directional 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. Math and Its Difficulties 

8.6.1. Definition of Learning Difficulties in Mathematics 
8.6.2. Learning Difficulties in Mathematics Related to: The Nature of Math Itself; The Organization and Methodology of Teaching; 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 Assessment of Mathematical Learning Difficulty (MLD) 

8.7.1. Standardized Tests 
8.7.2. Non-Standardized Tests 
8.7.3. Comprehensive Educational Diagnosis-Assessment 

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 Reading 
8.11. Bibliography 

Module 9. Attention Deficit Hyperactivity Disorder (ADHD) as a Condition Associated with 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 Children 
 9.4.2.3. In Elementary Schoolchildren 

9.4.3. ADHD as a Disorder of the Executive Functions 

 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 Assessment of Attention Deficit Hyperactivity Disorder 

9.5.1. Physiological Evaluation and Diagnosis: Neuroanatomical, Biochemical and Endocrine Aspects 
9.5.2. Neuropsychological Diagnosis and Assessment (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. Integrates the Pharmacological, Psychological and Psycho-Pedagogical 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 Reading 
9.10. Bibliography 

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

10.1. Introduction 
10.2. Information and Communication Technology Applied to Learning Difficulties and Attention to Diversity. 
10.3. Animal-Assisted Therapies, 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. The Effectiveness of Alternative Therapies 

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