Neuropsychology and Education

In-depth knowledge of neurodevelopment and its multiple implications in a comprehensive program meant to propel you to the next professional level”

Neuropsychology work in education is complex, as it covers a broad spectrum of intervention that requires professionals possess specific training in the various branches of brain development. This discipline, deeply linked to neurology and the physiological study of the brain, is affected by the changes that the evolution of knowledge in this scientific branch achieves. For professionals, this means an intense challenge of continuous updating that allows them to be at the forefront in terms of approach, intervention and monitoring of the cases that may arise in their practice.

Throughout this program, the student will review all the current approaches to the work practiced by neuropsychologists with regard to the different challenges posed by their profession.

The functioning of memory, language, the relationship between laterality and cognitive development, sensoriality and many other aspects, will be the topics of work and study that the student will be able to integrate in their training. A high-level step that will become a process of improvement, not only on a professional level, but also on a personal level.

This challenge is one of TECH's social commitments: to help highly qualified professionals to specialize and develop their personal, social and work skills during the course of their training.

Not only does it lead through the theoretical knowledge offered, but it also shows another way of studying and learning, more organic, simple and efficient. We will work to keep you motivated and to develop in you a passion for learning. We will encourage you to think and develop critical thinking.

A program created for professionals who aspire to excellence that will allow you to acquire new skills and strategies in a smooth and effective way”

This Professional Master’s Degree in Neuropsychology and Education contains the most complete and up-to-date program on the market. The most important features include:

• The latest technology in online teaching software
• A highly visual teaching system, supported by graphic and schematic contents that are easy to assimilate and understand
• Development of practical cases, presented by practising experts
• State-of-the-art interactive video systems
• Teaching supported by telepractice
• Continuous updating and recycling systems
• Autonomous learning: full compatibility with other occupations
• Practical exercises for self-assessment and learning verification
• Support groups and educational synergies: questions to the expert, debate and knowledge forums
• Communication with the teacher and individual reflection work  
• Content that is accessible from any fixed or portable device with an Internet connection
• Complementary documentation banks permanently available, even after completing the program

A deep and comprehensive dive into strategies and approaches in Neuropsychology and Education”

Our teaching staff is made up of working professionals. That way we ensure our students receive the up-to-date training we aim to provide. A multidisciplinary team of trained and experienced specialists in different environments, who will develop the theoretical knowledge efficiently, but, above all, will put at the service of the program the practical knowledge derived from their own experience: one of the differential qualities of this Professional Master’s Degree.

This mastery of the subject is complemented by the effectiveness of the methodology used in the design of this program. Developed by a multidisciplinary team of E-Learning experts, it integrates the latest advances in educational technology. In this way, you will be able to study with a range of comfortable and versatile multimedia tools that will give you the operability you need in your training.

The design of this program is based on Problem-Based Learning: an approach that conceives learning as a highly practical process. To achieve this remotely, telepractice will be used: with the help of an innovative system of interactive videos, and learning from an expert you will be able to acquire the knowledge as if you were facing the case you are learning at that moment. A concept that will make it possible to integrate and fix learning in a more realistic and permanent way.

Human sensory systems studied from a neuropsychology point of view, with a focus on intervention and improvement"

The basic processes of cognitive development in relation to learning and school development in an intensive and comprehensive training"

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

This Professional Master’s Degree will enable our students to learn every aspect of the different disciplines involved in this area: a very complete and well-structured program that will lead them to the highest standards of quality and success. 

Through a complete and exceptionally segmented approach, you will be able to access the most advanced knowledge available today of Neuropsychology and Education”

Module 1. Basis of Neurosciences

1.1. The Nervous System and Neurons

1.1.1. Introduction
1.1.2. Development and Latest Approaches

1.2. Basic Anatomy of Learning-Related Structures

1.2.1. Description
1.2.2. Physiology of Learning

1.3. Psychological Processes Related to Learning

1.3.1. Emotions and Learning
1.3.2. Emotional Approaches

1.4. The Main Brain Structures Related to Motor Skills

1.4.1. Brain and Motor Development
1.4.2. Laterality and Development

1.5. The Plastic Brain and Neuroplasticity

1.5.1. Definition of Plasticity
1.5.2. Neuroplasticity and Education

1.6. Epigenetics

1.6.1. Definition and Origins

1.7. Effects of the Environment on Brain Development

1.7.1. Current Theories
1.7.2. The Influence of the Environment on Child Development

1.8. Changes in the Infant Brain

1.8.1. Brain Development in Infancy
1.8.2. Features

1.9. Evolution of the Adolescent Brain

1.9.1. Brain Development in Adolescence
1.9.2. Features

1.10. The Adult Brain

1.10.1. Characteristics of the Adult Brain
1.10.2. The Adult Brain and Learning

Module 2. Developmental Neuropsychology

2.1. Neuroscience

2.1.1. Introduction
2.1.2. Concept of Neuroscience
2.1.3. Neuromyths

2.2. The Brain: Structure and Function

2.2.1. Primary Brain Structures
2.2.2. Triune Model
2.2.3. Bilateral Model
2.2.4. Cognitive Brain and Emotional Brain
2.2.5. Neurons
2.2.6. What Are Neurotransmitters?

2.3. Neuroscience and Learning

2.3.1. What Is learning?
2.3.2. Mirror Neurons
2.3.3. Levels of Learning
2.3.4. Learning Styles
2.3.5. Types of Learning

2.4. Multiple Intelligences

2.4.1. Definition
2.4.2. Classification
2.4.3. Multiple Intelligences and Neurodidactics
2.4.4. Multiple Intelligences in the Classroom
2.4.5. Advantages and Drawbacks in Education

2.5. Neuroscience - Education

2.5.1. Neuroeducation
2.5.2. Memory
2.5.3. Emotion
2.5.4. Attention
2.5.5. Motivation
2.5.6. Contributions of Neurodidactics to Learning Strategies

2.6. Neuroscience in the Classroom

2.6.1. The figure of the Neuroeducator
2.6.2. Neuroeducational and Neuropedagogical Importance
2.6.3. Empathic Attitude and Learning
2.6.4. Classroom Applications
2.6.5. Classroom Organization

2.7. Playing and New Technologies

2.7.1. Etymology of Playing
2.7.2. Benefits of Playing
2.7.3. Learning by Playing
2.7.4. The Neurocognitive Process
2.7.5. Basic Principles of Educational Games
2.7.6. Neuroeducation and Board Games
2.7.7. Educational Technology and Neuroscience
2.7.8. Development of Executive Functions

2.8. Body and Brain

2.8.1. The Connection between Body and Brain
2.8.2. The Social Brain
2.8.3. How Do We Prepare the Brain for Learning?
2.8.4. Diet
2.8.5. Rest and Learning

2.9. Neuroscience in Preventing School Failure

2.9.1. Benefits of Neuroscience
2.9.2. Elements in Success-Oriented Pedagogy
2.9.3. Suggestions to Improve Learning Processes

2.10. Reason and Emotion

2.10.1. The Binomial Reason and Emotion
2.10.2. What Are Emotions for?
2.10.3. Why Educate Emotions in the Classroom
2.10.4. Effective Learning through Emotions

Module 3. Neuroeducation

3.1. Introduction to Neuroeducation
3.2. Primary Neuromyths
3.3. Attention
3.4. Emotion
3.5. Motivation
3.6. Learning
3.7. Memory
3.8. Stimulation and Early Interventions
3.9. Importance of Creativity in Neuroeducation
3.10. Methodologies that Allow the Transformation of Education into Neuroeducation

Module 4. Visual and Auditory Functionality for Reading, Language, Languages and Learning

4.1. Vision: Functioning and Neuropsychological Bases

4.1.1. Introduction
4.1.2. Development of the Visual System at Birth
4.1.3. Risk Factors
4.1.4. Development of Other Sensory Systems during Infancy
4.1.5. Influence of Vision on the Visuomotor System and Its Development
4.1.6. Normal and Binocular Vision
4.1.7. Anatomy of Human Eyes
4.1.8. Eye Functions
4.1.9. Other Functions
4.1.10. Visual Pathways to the Cerebral Cortex
4.1.11. Elements that Favor Visual Perception
4.1.12. Vision Diseases and Alterations
4.1.13. Most Common Eye Disorders or Diseases: Classroom Interventions
4.1.14. Computer Vision Syndrome (CVS)
4.1.15. Attitudinal Observation of Students
4.1.16. Summary
4.1.17. Bibliographical References

4.2. Visual Perception, Assessment and Intervention Programs

4.2.1. Introduction
4.2.2. Human Development: Development of the Sensory Systems
4.2.3. Sensory Perception
4.2.4. Neurodevelopment
4.2.5. Description of the Perceptual Process
4.2.6. Color Perception
4.2.7. Perception and Visual Skills
4.2.8. Evaluation of Visual Perception
4.2.9. Intervention for the Improvement of Visual Perception
4.2.10. Summary
4.2.11. Bibliographical References

4.3. Tracking Eye Movements

4.3.1. Introduction
4.3.2. Eye Movements
4.3.3. Tracking Eye Movements
4.3.4. Ocular Motility Recording and Assessment
4.3.5. Ocular Motility-Related Disorders
4.3.6. The Visual System and Reading
4.3.7. Development of Skills in Learning to Read
4.3.8. Improvement and Training Programs and Activities
4.3.9. Summary
4.3.10. Bibliographical References

4.4. Saccadic Movements and Their Implication in Reading

4.4.1. Introduction
4.4.2. Models of the Reading Process
4.4.3. Saccadic Movements and Their Relation to Reading
4.4.4. How Are Saccadic Movements Evaluated?
4.4.5. The Reading Process at the Visual Level
4.4.6. Visual Memory in Reading Processes
4.4.7. Investigations to Study the Relationship Between Visual Memory and Reading
4.4.8. Reading Difficulties
4.4.9. Specialized Teachers
4.4.10. Social Educators
4.4.11. Summary
4.4.12. Bibliographical References

4.5. Visual Accommodation and Its Relation to Posture in the Classroom

4.5.1. Introduction
4.5.2. Mechanisms that Allow for Accommodation or Focus
4.5.3. How Is Visual Accommodation Assessed?
4.5.4. Body Posture in the Classroom
4.5.5. Visual Accommodation Training Programs
4.5.6. Aids for Visually Impaired Students
4.5.7. Summary
4.5.8. Bibliographical References

4.6. Structure and Function of the Ear

4.6.1. Introduction
4.6.2. The World of Sound
4.6.3. Sound and Propagation
4.6.4. The Auditory Receptors
4.6.5. Ear Structure
4.6.6. Development of the Hearing System at Birth
4.6.7. Development of Sensory Systems during Infancy
4.6.8. Influence of the Ear on Balance Development
4.6.9. Ear Diseases
4.6.10. Summary
4.6.11. Bibliographical References

4.7. Auditory Perception

4.7.1. Introduction
4.7.2. Guidelines for Detecting Auditory Perception Problems
4.7.3. The Perceptive Process
4.7.4. Role of the Auditory Pathways in Perceptual Processes
4.7.5. Children with Impaired Auditory Perception
4.7.6. Evaluation Tests
4.7.7. Summary
4.7.8. Bibliographical References

4.8. Evaluation of Hearing and Alterations

4.8.1. Introduction
4.8.2. Evaluation of the External Auditory Canal
4.8.3. Otoscopy
4.8.4. Air Audiometry
4.8.5. Bone Conduction Hearing
4.8.6. Pain Threshold Curve
4.8.7. Tone Audiometry, Vocal Audiometry and Acoustic Audiometry
4.8.8. Hearing Impairment: Degrees and Types of Hearing Loss
4.8.9. Causes of Hearing Loss
4.8.10. Psychobiological Aspects of Hearing Impairment
4.8.11. Summary
4.8.12. Bibliographical References

4.9. Hearing and Learning Development

4.9.1. Introduction
4.9.2. Development of the Human Ear
4.9.3. Programs, Activities and Games for Auditory Development in Children
4.9.4. Berard Method
4.9.5. Tomatis Method
4.9.6. Visual and Hearing Health
4.9.7. Adaptations of Curricular Elements
4.9.8. Summary
4.9.10. Bibliographical References

4.10. Vision and Hearing Processes Involved in Reading

4.10.1. Introduction
4.10.2. Tracking Eye Movements
4.10.3. The Visual System and Reading
4.10.4. Dyslexia
4.10.5. Color-Based Therapies for Dyslexia
4.10.6. Visual Impairment Aids
4.10.7. Summary
4.10.8. Bibliographical References

4.11. Relationship between Vision and Hearing in Language

4.11.1. Introduction
4.11.2. Relationship between Vision and Hearing
4.11.3. Verbal-Auditory and Visual Information Processing
4.11.4. Intervention Programs for Hearing Disorders
4.11.5. Guidelines for Teachers
4.11.6. Summary
4.11.7. Bibliographical References

Module 5. Motor Skills, Laterality and Writing

5.1. Neurodevelopment and Learning

5.1.1. Introduction
5.1.2. Perceptual Development
5.1.3. Neuropsychological Basis of Motor Development
5.1.4. Laterality Development
5.1.5. Interhemispheric Communication through the Corpus Callosum
5.1.6. Ambidextrousness
5.1.7. Summary
5.1.8. Bibliographical References

5.2. Psychomotor Development

5.2.1. Introduction
5.2.2. Gross Psychomotricity
5.2.3. General Dynamic Coordination: Basic Skills
5.2.4. Fine Motor Skills and Writing
5.2.5. Psychomotor Development Assessment
5.2.6. Summary
5.2.7. Bibliographical References

5.3. Neuropsychology of Motor Development

5.3.1. Introduction
5.3.2. Relationship between Motor and Psychism
5.3.3. Disorders of Motor Development
5.3.4. Coordination Acquisition Disorders
5.3.5. Vestibular System Disorders
5.3.6. Writing
5.3.7. Summary
5.3.8. Bibliographical References

5.4. Introduction to Laterality Development

5.4.1. Introduction
5.4.2. Laterality Tests
5.4.3. Observation Guidelines for Teachers
5.4.4. Crossed Laterality
5.4.5. Types of Cross Laterality
5.4.6. Relationship between Dyslexia and Laterality
5.4.7. Relationship between Laterality and Attention, Memory and Hyperactivity Problems
5.4.8. Summary
5.4.9. Bibliographical References

5.5. Development of Laterality at Different Ages

5.5.1. Introduction
5.5.2. Laterality Definition
5.5.3. Types of Laterality
5.5.4. Corpus Callosum
5.5.5. Cerebral Hemispheres
5.5.6. Development of the Prelateral, Contralateral and Lateral Stages
5.5.7. Summary
5.5.8. Bibliographical References

5.6. Motor Disorders and Related Learning Difficulties

5.6.1. Introduction
5.6.2. Motor Disorders
5.6.3. Learning Difficulties
5.6.4. Summary
5.6.5. Bibliographical References

5.7. Writing Process and Acquisition

5.7.1. Introduction
5.7.2. Reading Difficulties
5.7.3. Comprehension Problems that Students May Develop
5.7.4. Evolutionary Development of Writing
5.7.5. History of Writing
5.7.6. Neuropsychological Basis of Writing
5.7.7. Teaching Written Expression
5.7.8. Methods of Teaching Writing
5.7.9. Writing Workshops
5.7.10. Summary
5.7.11. Bibliographical References

5.8. Dysgraphia

5.8.1. Introduction
5.8.2. Learning Styles
5.8.3. Executive Functions Involved in Learning
5.8.4. Definition of Dysgraphia and Types
5.8.5. Common Indicators of Dysgraphia
5.8.6. Classroom Aids for Students with Dysgraphia
5.8.7. Individual Aids
5.8.8. Summary
5.8.9. Bibliographical References

5.9. Contribution of Laterality to the Development of Reading and Writing

5.9.1. Introduction
5.9.2. Importance of Laterality in the Learning Process
5.9.3. Laterality in the Reading and Writing Processes
5.9.4. Laterality and Learning Difficulties
5.9.5. Summary
5.9.6. Bibliographical References

5.10. Role of the School Psychologist and Guidance Counselors for Prevention, Development and Learning Difficulties

5.10.1. Introduction
5.10.2. The Guidance Department
5.10.3. Intervention Programs
5.10.4. Advances of Neuropsychology in Learning Difficulties
5.10.5. Training the Teaching Staff
5.10.6. Summary
5.10.7. Bibliographical References

5.11. Parent Orientation

5.11.1. How to Inform Parents
5.11.2. Activities to Improve Academic Performance
5.11.3. Activities to Improve Lateral Development
5.11.4. Problem-Solving Strategies
5.11.5. Summary
5.11.6. Bibliographical References

5.12. Psychomotor Assessment and Intervention

5.12.1. Introduction
5.12.2. Psychomotor Development
5.12.3. Psychomotor Assessment
5.12.4. Psychomotor Intervention
5.12.5. Summary
5.12.6. Bibliographical References

Module 6. Research Methodology

6.1. Research Methodology

6.1.1. Introduction
6.1.2. The Importance of Research Methodology
6.1.3. Scientific Knowledge
6.1.4. Research Approaches
6.1.5. Summary
6.1.6. Bibliographical References

6.2. Choosing the Topic to Research

6.2.1. Introduction
6.2.2. The Issue of Research
6.2.3. Defining the Problem
6.2.4. Choice of the Research Question
6.2.5. Research Objectives
6.2.6. Variables: Types
6.2.7. Summary
6.2.8. Bibliographical References

6.3. Research Proposal

6.3.1. Introduction
6.3.2. Research Hypothesis
6.3.3. Feasibility of a Research Project
6.3.4. Research Introduction and Justification
6.3.5. Summary
6.3.6. Bibliographical References

6.4. Theoretical Frameworks

6.4.1. Introduction
6.4.2. Designing Theoretical Framework
6.4.3. Resources Used
6.4.4. APA Standards
6.4.5. Summary
6.4.6. Bibliographical References

6.5. Bibliography

6.5.1. Introduction
6.5.2. The Importance of Bibliographic References
6.5.3. How to Cite According to APA Standards?
6.5.4. Format of Annexes: Tables and Figures
6.5.5. Bibliography Managers: What Are They? How to Use Them?
6.5.6. Summary
6.5.7. Bibliographical References

6.6. Methodological Framework

6.6.1. Introduction
6.6.2. Roadmap
6.6.3. Sections to Be Included in the Methodological Framework
6.6.4. The Population
6.6.5. The Sample
6.6.6. Variables
6.6.7. Instruments
6.6.8. Procedure
6.6.9. Summary
6.6.10. Bibliographical References

6.7. Research Designs

6.7.1. Introduction
6.7.2. Types of Designs
6.7.3. Characteristics of the Designs Used in Psychology
6.7.4. Research Designs Used in Education
6.7.5. Research Designs Used in Education Neuropsychology
6.7.6. Summary
6.7.7. Bibliographical References

6.8. Quantitative Research I

6.8.1. Introduction
6.8.2. Designing Randomized Groups
6.8.3. Designing Randomized Groups with Blocks
6.8.4. Other Designs used in Psychology
6.8.5. Statistical Techniques in Quantitative Research
6.8.6. Summary
6.8.7. Bibliographical References

6.9. Quantitative Research II

6.9.1. Introduction
6.9.2. Unifactorial Intrasubject Designs
6.9.3. Techniques to Control the Effects of Intrasubject Designs
6.9.4. Statistical Techniques
6.9.5. Summary
6.9.6. Bibliographical References

6.10. Results

6.10.1 Introduction
6.10.2. How to Gather Data
6.10.3. How to Analyze Data
6.10.4. Statistical Programs
6.10.5. Summary
6.10.6. Bibliographical References

6.11. Descriptive Statistics

6.11.1. Introduction
6.11.2. Research Variables
6.11.3. Quantitative Analyses
6.11.4. Qualitative Analyses
6.11.5. Resources
6.11.6. Summary
6.11.7. Bibliographical References

6.12. Hypothesis Contrast

6.12.1. Introduction
6.12.2. Statistical Hypotheses
6.12.3. How to Interpret Significance (P-Value)
6.12.4. Criteria for Analyzing Parametric and Non-Parametric Tests
6.12.5. Summary
6.12.6. Bibliographical References

6.13. Correlational Statistics and Independence Analysis

6.13.1. Introduction
6.13.2. Pearson Correlation
6.13.3. Spearman's Correlation and Chi-Square
6.13.4. Results
6.13.5. Summary
6.13.6. Bibliographical References

6.14. Group Comparison Statistics

6.14.1. Introduction
6.14.2. Mann-Whitney T-Test and Mann-Whitney U-Test
6.14.3. T-Test and Wilcoxon Signed Ranges
6.14.4. The Results
6.14.5. Summary
6.14.6. Bibliographical References

6.15. Discussion and Conclusions

6.15.1. Introduction
6.15.2. What Discussion Is
6.15.3. Organizing the Discussion
6.15.4. Conclusions
6.15.5. Limitations and Outlook
6.15.6. Summary
6.15.7. Bibliographical References

6.16. Producing a Final Master's Degree Thesis

6.16.1. Introduction
6.16.2. Front Page and Contents
6.16.3. Introduction and Justification
6.16.4. Theoretical Framework
6.16.5. Methodological Framework
6.16.6. The Results
6.16.7. Intervention Program
6.16.8. Discussion and Conclusions
6.16.9. Summary
6.16.10. Bibliographical References

Module 7. Multiple Intelligences, Creativity, Talent and High Capacities

7.1. Theory of Multiple Intelligences 

7.1.1. Introduction 
7.1.2. Background 
7.1.3. Conceptualization 
7.1.4. Validation 
7.1.5. Premises and Basic Principles of Theories 
7.1.6. Neuropsychological and Cognitive Science 
7.1.7. Classification of the Theories of Multiple Intelligences 
7.1.8. Summary 
7.1.9. Bibliographical References 

7.2. Types of Multiple Intelligences 

7.2.1. Introduction 
7.2.2. Types of Intelligence 
7.2.3. Summary 
7.2.4. Bibliographical References 

7.3. Assessment of Multiple Intelligences 

7.3.1. Introduction 
7.3.2. Background 
7.3.3. Types of Assessments 
7.3.4. Aspects to Consider in Assessment 
7.3.5. Summary 
7.3.6. Bibliographical References 

7.4. Creativity 

7.4.1. Introduction 
7.4.2. Concepts and Theories of Creativity 
7.4.3. Approaches to the Study of Creativity 
7.4.4. Characteristics of Creative Thinking 
7.4.5. Types of Creativity 
7.4.6. Summary 
7.4.7. Bibliographical References 

7.5. Neuropsychological Basis of Creativity 

7.5.1. Introduction 
7.5.2. Background 
7.5.3. Characteristics of Creative People 
7.5.4. Creative Products 
7.5.5. Neuropsychological Bases of Creativity 
7.5.6. Influence of the Environment and Context on Creativity 
7.5.7. Summary 
7.5.8. Bibliographical References 

7.6. Creativity in Educational Contexts 

7.6.1. Introduction 
7.6.2. Creativity in the Classroom 
7.6.3. Stages in the Creative Process 
7.6.4. How to Work on Creativity 
7.6.5. Connection between Creativity and Thinking 
7.6.6. Modification in the Educational Context 
7.6.7. Summary 
7.6.8. Bibliographical References 

7.7. Methodologies for Developing Creativity 

7.7.1. Introduction 
7.7.2. Programs for Developing Creativity 
7.7.3. Projects for Developing Creativity 
7.7.4. Promoting Creativity in the Family Context 
7.7.5. Summary 
7.7.6. Bibliographical References 

7.8. Creativity Assessment and Guidance 

7.8.1. Introduction 
7.8.2. Considerations on Assessment 
7.8.3. Evaluation Tests 
7.8.4. Subjective Assessment Tests 
7.8.5. Guidance on Assessment 
7.8.6. Summary 
7.8.7. Bibliographical References 

7.9. High Capacities and Talents 

7.9.1. Introduction 
7.9.2. Relationship between Giftedness and High Capacities 
7.9.3. Connection between Heredity and Environment 
7.9.4. Neuropsychological Foundation 
7.9.5. Models of Giftedness 
7.9.6. Summary 
7.9.7. Bibliographical References 

7.10. Identification and Diagnosis of High Capacities 

7.10.1. Introduction 
7.10.2. Main Characteristics 
7.10.3. How to Identify High Capacities 
7.10.4. Role the Involved Agents 
7.10.5. Assessment Tests and Instruments 
7.10.6. Intervention Programs 
7.10.7. Summary 
7.10.8. Bibliographical References 

7.11. Problems and Difficulties 

7.11.1. Introduction 
7.11.2. Problems and Difficulties in School Environments 
7.11.3. Myths and Beliefs 
7.11.4. Desynchronies 
7.11.5. Differential Diagnosis 
7.11.6. Differences between Genders 
7.11.7. Educational Needs 
7.11.8. Summary 
7.11.9. Bibliographical References 

7.12. Connection between Multiple Intelligences, High Capacities, Talent and Creativity 

7.12.1. Introduction 
7.12.2. Connection between Multiple Intelligences and Creativity 
7.12.3. Connection between Multiple Intelligences, High Capacities and Talents 
7.12.4. Differences between Talent and High Capacities 
7.12.5. Creativity, High Capacities and Talent 
7.12.6. Summary 
7.12.7. Bibliographical References 

7.13. Guiding and Developing Multiple Intelligences 

7.13.1. Introduction 
7.13.2. Advising Teachers 
7.13.3. Multidimensional Student Development 
7.13.4. Curricular Enrichment 
7.13.5. Strategies at Different Educational Levels 
7.13.6. Summary 
7.13.7. Bibliographical References 

7.14. Creativity for Problem-Solving 

7.14.1. Introduction 
7.14.2. Models of the Creative Process for Problem-Solving 
7.14.3. Creative Project Development 
7.14.4. Summary 
7.14.5. Bibliographical References 

7.15. Educational Process and Family Support 

7.15.1. Introduction 
7.15.2. Guidelines for Teachers 
7.15.3. Educational Response in Children 
7.15.4. Educational Response in Primary Education 
7.15.5. Educational Response in High School 
7.15.6. Coordination with Families 
7.15.7. Program Implementation 
7.15.8. Summary 
7.15.9. Bibliographical References 

Module 8. Dyslexia, Dyscalculia and Hyperactivity

8.1. History of Learning Difficulties 

8.1.1. Introduction 
8.1.2. Definition of Learning Difficulties 
8.1.3. Historical Development 
8.1.4. Current Learning Difficulties 
8.1.5. Neuropsychology of Learning Difficulties 
8.1.6. Causes of Learning Difficulties 
8.1.7. Classification of Learning Difficulties 
8.1.8. Summary 
8.1.9. Bibliographical References 

8.2. Conceptualization of Dyslexia 

8.2.1. Introduction 
8.2.2. Definition 
8.2.3. Neuropsychological Bases 
8.2.4. Features 
8.2.5. Subtypes 
8.2.6. Summary 
8.2.7. Bibliographical References 

8.3. Neuropsychological Assessment of Dyslexia 

8.3.1. Introduction 
8.3.2. Diagnostic Criteria for Dyslexia 
8.3.3. How to Assess It 
8.3.4. Interview with the Tutor 
8.3.5. Reading and Writing 
8.3.6. Neuropsychological Assessment 
8.3.7. Assessment of Other Related Aspects 
8.3.8. Summary 
8.3.9. Bibliographical References 

8.4. Neuropsychological Intervention of Dyslexia 

8.4.1. Introduction 
8.4.2. Variables Involved 
8.4.2. Neuropsychological Field 
8.4.3. Intervention Programs 
8.4.4. Summary 
8.4.5. Bibliographical References 

8.5. Conceptualization of Dyscalculia 

8.5.1. Introduction 
8.5.2. Definition of Dyscalculia 
8.5.3. Features 
8.5.4. Neuropsychological Bases 
8.5.5. Summary 
8.5.6. Bibliographical References 

8.6. Neuropsychological Assessment of Dyscalculia 

8.6.1. Introduction 
8.6.2. Assessment Objectives 
8.6.3. How to Assess It? 
8.6.4. Report 
8.6.5. Diagnosis 
8.7.6. Summary 
8.6.7. Bibliographical References 

8.7. Neuropsychological Interventions of Dyscalculia 

8.7.1. Introduction 
8.7.2. Variables Involved in the Treatment 
8.7.3. Neuropsychological Rehabilitation 
8.7.4. Intervention in Dyscalculia 
8.7.5. Summary 
8.7.6. Bibliographical References 

8.8. Conceptualization of ADHD 

8.8.1. Introduction 
8.8.2. Definition of ADHD 
8.8.3. Neuropsychological Bases 
8.8.4. Characteristics of Children with ADHD 
8.8.5. Subtypes 
8.8.6. Summary 
8.8.7. Bibliographical References 

8.9. Neuropsychological Assessment of ADHD 

8.9.1. Introduction 
8.9.2. Assessment Objectives 
8.9.3. How to Assess It? 
8.9.4. Report 
8.9.5. Diagnosis 
8.9.6. Summary 
8.9.7. Bibliographical References 

8.10. Neuropsychological Interventions of ADHD 

8.10.1. Introduction 
8.10.2. Neuropsychological Field 
8.10.3. Treatment of ADHD 
8.10.4. Other Therapies 
8.10.5. Intervention Programs 
8.10.6. Summary 
8.10.7. Bibliographical References 

8.11. Comorbidity in Neurodevelopmental Disorders 

8.11.1. Introduction 
8.11.2. Neurodevelopment Disorders 
8.11.3. Dyslexia and Dyscalculia 
8.11.4. Dyslexia and ADHD 
8.11.5. Dyscalculia and ADHD 
8.11.6. Summary 
8.11.7. Bibliographical References 

8.12. Neurotechnology 

8.12.1. Introduction 
8.12.2. Applied to Dyslexia 
8.12.3. Applied to Dyscalculia 
8.12.4. Applied to ADHD 
8.12.5. Summary 
8.12.6. Bibliographical References 

8.13. Guidance for Parents and Teachers 

8.13.1. Introduction 
8.13.2. Guidance on Dyslexia 
8.13.3. Guidance on Dyscalculia 
8.13.4. Guidance on ADHD 
8.13.5. Summary 
8.13.6. Bibliographical References 

Module 9. Neurolinguistic Processes, Difficulties and Intervention Programs

9.1. Neurobiological Basis Involved in Language 

9.1.1. Introduction 
9.1.2. Language Definitions 
9.1.3. Historical Background 
9.1.4. Summary 
9.1.5. Bibliographical References 

9.2. Language Development 

9.2.1. Introduction 
9.2.2. Appearance of Language 
9.2.3. Acquisition of Language 
9.2.4. Summary 
9.2.5. Bibliographical References 

9.3. Neuropsychological Approaches to Language 

9.3.1. Introduction 
9.3.2. Brain Processes of Language 
9.3.3. Brain Areas Involved 
9.3.4. Neurolinguistic Processes 
9.3.5. Brain Centers Involved in Comprehension 
9.3.6. Summary 
9.3.7. Bibliographical References 

9.4. Neuropsychology of Language Comprehension 

9.4.1. Introduction 
9.4.2. Brain Areas Involved in Comprehension 
9.4.3. Sounds 
9.4.4. Syntactic Structures for Linguistic Comprehension 
9.4.5. Semantic Processes and Meaningful Learning 
9.4.6. Reading Comprehension 
9.4.7. Summary 
9.4.8. Bibliographical References 

9.5. Communication through Language 

9.5.1. Introduction 
9.5.2. Language as a Tool for Communication 
9.5.3. Evolution of Language 
9.5.4. Social Communication 
9.5.5. Summary 
9.5.6. Bibliographical References 

9.6. Language Disorders 

9.6.1. Introduction 
9.6.2. Speech and Language Disorders 
9.6.3. Professionals Involved in the Treatment 
9.6.4. Classroom Implications 
9.6.5. Summary 
9.6.6. Bibliographical References 

9.7. Aphasia 

9.7.1. Introduction 
9.7.2. Types of Aphasia 
9.7.3. Diagnosis 
9.7.4. Assessment 
9.7.5. Summary 
9.7.6. Bibliographical References 

9.8. Language Stimulation 

9.8.1. Introduction 
9.8.2. Importance of Language Stimulation 
9.8.3. Phonetic-Phonological Stimulation 
9.8.4. Lexical-Semantic Stimulation 
9.8.5. Morphosyntactic Stimulation 
9.8.6. Pragmatic Stimulation 
9.8.7. Summary 
9.8.8. Bibliographical References 

9.9. Reading and Writing Disorders 

9.9.1. Introduction 
9.9.2. Delayed Reading 
9.9.3. Dyslexia 
9.9.4. Dysorthography 
9.9.5. Dysgraphia 
9.9.6. Dyslalia 
9.9.7. Treatment of Reading and Writing Disorders 
9.9.8. Summary 
9.9.9. Bibliographical References 

9.10. Evaluation and Diagnosis of Language Difficulties 

9.10.1. Introduction 
9.10.2. Language Evaluation 
9.10.3. Language Assessment Procedures 
9.10.4. Psychological Tests for Assessing Language 
9.10.5. Summary 
9.10.6. Bibliographical References 

9.11. Intervention in Language Disorders 

9.11.1. Introduction 
9.11.2. Implementation of Improvement Programs 
9.11.3. Improvement Programs 
9.11.4. Improvement Programs Using New Technologies 
9.11.5. Summary 
9.11.6. Bibliographical References 

9.12. Incidence of Language Difficulties on Academic Performance 

9.12.1. Introduction 
9.12.2. Linguistic Processes 
9.12.3. Incidence of Language Disorders 
9.12.4. Relationship between Hearing and Language 
9.12.5. Summary 
9.12.6. Bibliographical References 

9.13. Guidance for Parents and Teachers 

9.13.1. Introduction 
9.13.2. Language Stimulation 
9.13.3. Reading Stimulation 
9.13.4. Summary 
9.13.5. Bibliographical References 

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

10.1. Introduction 
10.2. Information and Communication Technologies (ICT) 

10.2.1. Theoretical Fundamentals of ICT 
10.2.2. Historical Development of ICT 
10.2.3. Classification of ICT 

10.2.3.1. Synchronous 
10.2.3.2. Asynchronous 

10.2.4. ICT Features 
10.2.5. Potential of ICT in Different Social Contexts 

10.3. ICT in Educational Environments 

10.3.1. Contribution of ICT to Education in General 

10.3.1.1. Tradition Education and ICT Incorporation 
10.3.1.2. Impact of ICT in 21st Century Education 
10.3.1.3. Learning and Teaching with ICT: Expectations, Realities and Potential 

10.3.2. ICT Approaches in the Care of Learning Difficulties 

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

10.3.2.1.1. Teaching Reading 
10.3.2.1.2. Teaching Writing 
10.3.2.1.3. Teaching Mathematics 
10.3.2.1.4. Attention Deficit Hyperactivity Disorder (ADHD) 

10.3.3. Role of the Teacher in ICT Use 

10.3.3.1. In the Classroom 
10.3.3.2. Out-of-Classroom Spaces  

10.4. Chess and Pedagogical Value 

10.4.1. Brief Historical Review of Chess 
10.4.2. Playful Nature 
10.4.3. Pedagogical Fundamentals of Play-Science 
10.4.4. Chess as an Educational Tool: In the School Context and in Socially Vulnerable Environments 
10.4.5. Potentials of Chess in the Teaching- Learning Process of Students with Learning Difficulties 

10.4.5.1. Contributions of Chess in Cognitive Activity 

10.4.5.1.1. Attention Span 
10.4.5.1.2. Memory 
10.4.5.1.3. Motivation 
10.4.5.1.4. Managing Emotions 
10.4.5.1.5. Strategic Thinking 
10.4.5.1.6. Intelligence 
10.4.5.1.7. Transfer of Learning 

10.4.5.2. Contributions of Chess in the Context of Executive Functions 

10.4.5.2.1. Organisation 
10.4.5.2.2. Planning 
10.4.5.2.3. Execution (Planning, Inhibitory Control, and Self-Monitoring) 
10.4.5.2.4. Evaluation / Review 

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

10.5.1. Strengths in the Use of Chess in School to Promote Family Participation in Educational Processes 
10.5.2. Possibilities Chess Offers to Promote Participation of the Community in Schools 

10.6. Meditation: From Spiritual Practice to Current Expansion 

10.6.1. A Brief Approach to Meditation as an Educational Tool 

10.6.1.1. Concept of Meditation 
10.6.1.2. Origin of Meditation 
10.6.1.3. Expansion into Different Fields 

10.7. Educational Potential of Meditation to Manage Learning Difficulties and Attention to Diversity 

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

10.7.1.1. Neurological Effects: Structural, Biochemical and Functional in the Brain 
10.7.1.2. Psychological Effects 
10.7.1.3. Physical Effects 

10.7.2. Impact of Meditation Practice in Schoolchildren 
10.7.3. Impact of Meditation on Teacher Modes of Operation 
10.7.4. Impact of Meditation Practice in School Environment 

10.8. Activities for the Integration of Knowledge and Practical Application 
10.9. Recommended Reading 
10.10. Bibliography 

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