Therapeutic Pedagogy for Psychologists

Acquire the knowledge of a specialist in Therapeutic Pedagogy and get the real competences necessary to be able to work in this area full of development opportunities”

Psychologists, due to their training, are one of the professionals with the best capacity for development in the intervention from Therapeutic Pedagogy. This work is such a niche that schools and diverse organizations have become an opportunity to guide the training of these professionals. Acquiring the necessary updating in the different advances and techniques of intervention and specific training is complex, due to its breadth and dispersion. 

This comprehensive program was developed in response to the growing demand for training in the area of special needs in schools. The international regulations of the organizations in charge of overseeing the integral development of people with disabilities, and specifically, of children with difficulties in schools, have promoted a new model of teaching work. This approach represents a giant step forward in the obsolete segregationist system that has dominated until now and is directed towards a capacity for attention that generates a more realistic and effective integration. 

To achieve these objectives, this Professional Master’s Degree will take students through the knowledge that intervention in therapeutic pedagogy requires. From the consideration of communication with the family or legal guardians as a pillar around which any intervention should pivot to the planning and development of intervention processes. 

All these processes must be materialized in a real and possible adaptation to the needs of each student, in a totally individualized manner. To this end, TECH will show in an intensive and complete study, how to elaborate the educational adaptations using the most innovative tools and material resources, to create a process that allows students to really learn, taking into account their optimal ways of facing each area of study. 

All this work capacity that the student will acquire will inevitably be supported by the knowledge of the bases of psychology in this area and the approaches of the sciences of education and neurology. In addition, you will learn how to interpret and use industry reports and publications as tools for professional growth. 

In summary, this training aims to prepare teaching professionals for the practice of Therapeutic Pedagogy in the necessary push for an inclusive, adapted and empowering education. 

As a Psychologist, you will learn the most innovative approaches of Therapeutic Pedagogy and begin to intervene in this exciting field”

This Professional Master’s Degree in Therapeutic Pedagogy for Psychologists contains the most complete and up-to-date scientific program on the market. The most important features of the Professional Master’s Degree include: 

• The development of practical cases presented by experts in Therapeutic Pedagogy
• The graphic, schematic, and eminently practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
• New developments in Therapeutic Pedagogy
• Practical exercises where self-assessment can be used to improve learning
• An emphasis on innovative methodologies in the field of Therapeutic Pedagogy
• 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

Get access to the world of Therapeutic Pedagogy and its developments, in a complete Professional Master’s Degree created to propel you to another professional level”

Its teaching staff includes leading professionals and experts who bring their years of experience to this program, as well as renowned specialists belonging to prestigious societies and 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 training program designed to train in real situations. 

The program design is based on Problem-Based Learning, by means of which the educator must try to solve the different professional practice situations that arise throughout the academic course. To do so, the educator will have the help of an innovative interactive video system that provides the contextualization and the practical point of view you need. 

Acquire the real working skills of a specialist in Therapeutic Pedagogy and you can offer any institution quality work and the development in this area of fundamental interest"

Learn in a simple, intensive and flexible way with the quality of the highest rated teaching models in the online teaching scene"

The syllabus has been created to respond specifically to the needs of expanding, complementing and updating the knowledge of psychologists in the area of Therapeutic Pedagogy. With a vision focused on applied learning, which allows the professional to intervene successfully, building a broad vision connected to the real environment of the profession.  

A comprehensive teaching program, created to offer psychologists quick and efficient education that is compatible with your personal and professional life” 

Module 1. History and Evolution of Terms With Regards to Functional Diversity

1.1. Prehistory of Special Education

1.1.1. Justification of the Term Prehistory
1.1.2. Stages in the Prehistory of Special Education
1.1.3. Education in 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 the Historical Period
1.2.2. Stages in the Middle Ages: Characteristics
1.2.3. The Separation of Church and School
1.2.4. Education of the Clergy
1.2.5. Education of the Knight
1.2.6. Education of the Weak

1.3. Modern Age: 16th Century to 18th Century

1.3.1. Definition of the Historical Period
1.3.2. Contributions of Ponce de León, Juan Pablo Bonet and Lorenzo Hervás to the Education of People with Hearing Deficits
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. Treatment of Mental Disabilities: Pinel and Itard’s Contributions, among others

1.4. XIX Century

1.4.1. Definition of the Historical Period
1.4.2. First Classes in Special Education
1.4.3. First Associations of Families with Special Education Students 
1.4.4. Beginning of the Study of Intelligence: Measuring IQ
1.4.5. Louis Braille's Contributions to Teaching People with Visual Deficits
1.4.6. Writing in the Reading and Writing System Braille
1.4.7. Reading in the Braille System
1.4.8. Anne Sullivan's Contributions to Teaching Blind and Deaf People 
1.4.9. Alexander Graham Bell’s Contributions to Acoustics

1.5. 20th century

1.5.1. Definition of the Historical Period
1.5.2. Ovidio Decroly’s Contributions
1.5.3. María Montessori's Contributions
1.5.4. Growth of Psychometry
1.5.5. Before the Warnock Report
1.5.6. The Warnock Report
1.5.7. Implications for Schools after the Warnock Report
1.5.8. Dr. Jack Bradley’s Photograph: Use of the Hearing Aid
1.5.9. The Use of Home Video in Autism

1.6. Contributions of World Wars

1.6.1. Historical Periods of World Wars
1.6.2. Schools in Times of Crises
1.6.3. Operation T4
1.6.4. School under Nazism
1.6.5. Schools in Ghettoes and Concentration Camps, Work and Extermination
1.6.6. The Beginning of Schools in the Kibutz
1.6.7. Concepts of Education versus Rehabilitation
1.6.8. Development of Tools and Materials to Improve Daily Life
1.6.9. The Use of the White Cane
1.6.10. The Application of Technologies for Improving Life for the Wounded Soldier

1.7. Perspectives from 20th Century

1.7.1. The 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 Duties of People with Functional Diversity
1.7.6. Knowledge of the Functioning of the Nervous System
1.7.7. New Contributions from Neurology
1.7.8. ICT Use in the School
1.7.9. Domotics in Schools
1.7.10. Multiprofessional Coordination

1.8. Proposals from UNESCO

1.8.1. The Birth of UNESCO
1.8.2. Organization of UNESCO
1.8.3. Composition of UNESCO
1.8.4. Short and Long-Term UNESCO Strategies
1.8.5. Precursors to Children's Rights
1.8.6. Children's Rights: Implications for Special Education
1.8.7. Education for Girls with Special Needs
1.8.8. Salamanca Declaration
1.8.9. Implications of the Salamanca Declaration
1.8.10. Other UNESCO Documents

1.9. Classifications according to Diagnosis

1.9.1. Entities Responsible for Elaboration of Classifications 
1.9.2. Definition of CIE-10
1.9.3. Definition of DSM-5
1.9.4. Necessity to Use Both Classifications
1.9.5. Implications for the Specialist Teacher in Therapeutic Pedagogy for Psychologists
1.9.6. Coordination with Other Professionals from the Schools which Differentiate these Classifications
1.9.7. Use of Language and Vocabulary Adjusted to these Classifications
1.9.8. School Documents Which Make References to these Classifications
1.9.9. Elaboration of Follow-Up Reports of Students
1.9.10. Elaboration of Multiprofessional Coordination

1.10. Basic Concepts in Psychopedagogy

1.10.1. Need for Psychopedagogical Intervention in Schools
1.10.2. Psychology Concepts in the School
1.10.3. Concepts of Pedagogy and Sciences of Education in School
1.10.4. Relationship between Concepts of Psychology and Pedagogy in School
1.10.5. School Documents Based on Psychology and Pedagogy
1.10.6. Elaboration of Parallels between School Stages, Psycho-Evolutionary Development Stages and Special Educational Needs
1.10.7. Elaboration of Information from the Teacher of Therapeutic Pedagogy for Psychologists to Facilitate the Intervention of Other Professionals in the School
1.10.8. Professional Relationships and Organizational Chart of Schools based on Psychology and Pedagogy.
1.10.9. Elaboration of Multiprofessional Coordination
1.10.10. Other Documents

Module 2. Neurodevelopment Disorders: Intellectual Disability

2.1. Intellectual Disability and Cognitive Apparatus

2.1.1. Definition of Intellectual Disability
2.1.2. Historical Focus
2.1.3. Current Interpretation
2.1.4. Cognitive Functions
2.1.5. Importance of Cognitive Apparatus
2.1.6. Disorders of Cognitive Apparatus
2.1.7. Definition of Cognitive Apparatus
2.1.8. Parts of Cognitive Apparatus
2.1.9. Functions of Cognitive Apparatus
2.1.10. Importance of Cognitive Apparatus

2.2. Variables in Development

2.2.1. The Importance of Variables in Development
2.2.2. Personal Variables: Degree
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 Members
2.2.7. Contextual Variables: Educational
2.2.8. Dimensions of Intellectual Disability
2.2.9. Adaptative Skills according to the Criteria of Intellectual Disability

2.3. Differential Aspects of Intellectual Disability

2.3.1. Introduction to Differential Aspects
2.3.2. Cognitive Development
2.3.3. Language and Communication
2.3.4. Affectionate-Emotional and Social Dimension
2.3.5. Psychomotor Dimension
2.3.6. Specification of the special educational needs of students with intellectual disabilities.

2.4. Multiprofessional Coordination

2.4.1. Multiprofessional Coordination
2.4.2. Multiprofessional Coordination
2.4.3. The family as the Axis of Multiprofessional Coordination
2.4.4. Diagnosis of the Disorder
2.4.5. Professionals in the Educational Center: Coordination
2.4.6. Professionals External Educational Center: Coordination
2.4.7. Coordination between Professionals Inside and Outside of the School Center
2.4.8. The teacher Specialized in Therapeutic Pedagogy for Psychologists as a Link between Professionals
2.4.9. Student and Family

2.5. Identification of the Special Educational Needs of Studies with Intellectual Disabilities of Psychopedagogical Evaluation

2.5.1. Documentation for Diagnosis of the Disorder
2.5.2. Reviews and Monitoring of the Disorder
2.5.3. Documentation of the Physiotherapist
2.5.4. Check-ups and Monitoring of the Monitoring by the Physiotherapist
2.5.5. Orthotist’s Documentation
2.5.6. Check-ups and Monitoring of the Disorder by the Orthotist
2.5.7. Documentation in Schools
2.5.8. Psychopedagogical Evaluation which Determines the Students’ Needs in Class
2.5.9. Elaboration of the Individual Curricular Adaptation Document
2.5.10. Monitoring of the Individual Curricular Adaptation Document

2.6. Curricular Adaptations for Students with Intellectual Disabilities

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 for Intervention
2.6.6. Socio-Affective Aspects for Intervention
2.6.7. Psychomotor Aspects for Intervention
2.6.8. Basic Aspects for Intervention

2.7. Organisation of the Special Educational Needs of Students with Intellectual Disabilities.
2.8. The Participation of the Family of People with Intellectual Disabilities
2.9. Inclusion of People with Intellectual Disabilities in Society
2.10. Supports and Resources for People with Intellectual Disabilities

Module 3. Neurodevelopment Disorders Attention Deficit Hyperactivity Disorder  

3.1. Concept and Definition of Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD)

3.1.1. Definition of ADD
3.1.2. Symptoms
3.1.3. Types of Treatment
3.1.4. Definition of ADHD
3.1.5. Diagnosis of ADHD
3.1.6. When Can One Make a Correct Diagnosis? 
3.1.7.  Diagnostic Criteria of ADHD
3.1.8. Existing Differences between ADD and ADHD
3.1.9. Causes

3.2. Positive Diagnosis of ADHD

3.2.1. Process for Obtaining 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. Use of Drugs
3.2.8. Unfavorable Environments
3.2.9. Rebound Effect
3.2.10. Questions before a New Diagnosis

3.3. Gradual Emergence of ADD and ADHD in Today’s Society What Are These Disorders and What Are They Not?

3.3.1. Prevalence in Spain
3.3.2. Prevalence in Europe
3.3.3. Prevalence in the Rest of the World
3.3.4. Does It Exist or Is It a Made-Up Disorder? 
3.3.5. What Is Not ADD and ADHD?
3.3.6. Is It Hereditary? 
3.3.7. Does It Have a Definitive Cure?
3.3.8. False Myths

3.4. Comorbidity

3.4.1. What is Comorbidity?
3.4.2. Co-morbid 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 the Stages of Development

3.5.1. Executive Control
3.5.2. How Does It Show Itself in their Academic Performance?
3.5.3. How Does It Show Itself in their Behavior?
3.5.4. What Kind of ADHD Children Can We Find in the Classroom?
3.5.5. ADH and ADHD in Boys
3.5.6. ADH and ADHD in Girls
3.5.7. ADH and ADHD in Adolescents
3.5.8. ADH and ADHD in Adults

3.6. Educational Intervention According to Stages of Development

3.6.1. Educational Intervention in Early Childhood (3-6 Years Old)
3.6.2. Educational Intervention in Mid Childhood (6-12 Years Old)
3.6.3. Educational Intervention in Adolescence 12-20 Years Old)
3.6.4. Educational Intervention in Adulthood (20-40 Years Old)
3.6.5. Working on a Student’s Self-Esteem
3.6.6. How to Manage Distractions? 
3.6.7. Reinforcement of Positive Behaviors and its Importance
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 Psychopedogogic 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. Intervention with Other Alternative Treatments

3.8. ADH and ADHD within the Family

3.8.1. Main Fears of Families for those Affected
3.8.2. Communication between Teachers and Parents
3.8.3. Emotional Intelligence of Families with a Child with ADHD
3.8.4. First Meeting between Teachers and Parents
3.8.5. Decalogue of Family Actions
3.8.6. Co-existence
3.8.7. Family Schools
3.8.8. Intervention within the Nuclear Family Models of Functional Education
3.8.9. Inductive Model of Support or Inductive Discipline

3.9. Study Techniques Adapted Tools and Materials

3.9.1. Adaptations and Strategies to Use within the Classroom
3.9.2. Strategies for Improving Reading
3.9.3. Strategies for Improving Writing
3.9.4. Strategies for Improving Calculus
3.9.5. Strategies for Improving Organisation
3.9.6. Strategies for Improving Reflexivity
3.9.7. Strategies for Improving Motivation and Mood
3.9.8. Strategies for Improving Behavior
3.9.9. Other Materials

3.10. Types of Assessments in the Classroom

3.10.1. Recommendation for Assessments and Exams
3.10.2. General Measures for the Assessment of Students with ADD or ADHD
3.10.3. Supervision Measures in Assessments
3.10.4. Assessment Procedures
3.10.5. Learning Assessment
3.10.6. Assessment Guidelines
3.10.7. Assessment Alternatives
3.10.8. Teaching the Student How to Prepare for Exams

Module 4. Neurodevelopment Disorders Motor Disorders/Diseases of the Musculoskeletal System/Diseases of the Nervous System

4.1. Concept and Definition of Motor Disorders / Diseases of the Musculoskeletal System and Connective System

4.1.1. Definition of the Locomotor Apparatus
4.1.2. Functions of the Locomotor Apparatus
4.1.3. Importance of the Locomotor Apparatus
4.1.4. Development of the Locomotor Apparatus
4.1.5. Disorders of the Locomotor Apparatus
4.1.6. Definition of Musculoskeletal Apparatus
4.1.7. Functions of the Musculoskeletal Apparatus
4.1.8. Importance of the Musculoskeletal Apparatus
4.1.9. Development of the Musculoskeletal Apparatus
4.1.10. Disorders of the Musculoskeletal Apparatus
4.1.11. Definition of the Connective System
4.1.12. Connective System Functions
4.1.13. Importance of the Connective System
4. 1.14. Development of the Connective System
4.1.15. Connective System Disorders

4.2. Classification of Motor Disorders / Diseases of the Musculoskeletal System and Connective System

4.2.1. Relationship between DSM V and ICD-10 Classifications between Motor Disorders and Diseases of the Skeletal System and Connective System
4.2.2. DSM V Classification
4.2.3. Disorders not Included in DSM V
4.2.4. Classification CIE 10
4.2.5.  Disorders not Included in CIE 10
4.2.6. Necessity to Use Both Classifications
4.2.7.  Common Disorders in both DSM V and CIE 10
4.2.8. Differences between Classifications in DSM V and CIE 10
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 Psychologists.
4.2.10. Contributions of the Commonalities between DSM V and ICD 10 Classifications to the Work of the Teacher Specialized in Therapeutic Pedagogy for Psychologists.

4.3. Incidences in the Stages of Development

4.3.1. Definition and Concept of the Stages of Motor Development
4.3.2. Definition and Concept of Evolutionary Development Stages of the Musculoskeletal System and Connective System
4.3.3. Need to Unify the Stages
4.3.4. Milestones in Development
4.3.5. Incidences on the Embryo and Fetus: Consequences
4.3.6. Incidence in the First Year of Life: Consequences
4.3.7. Incidences in the Proximate-distal Law: Consequences
4.3.8. Incidences in the Headaches-Caudal Law: Consequences
4.3.9. Incidences on the March: Consequences
4.3.10. Other Incidences

4.4. Multiprofessional Coordination

4.4.1. Definition of Multiprofessional Coordination
4.4.2. Multiprofessional Coordination
4.4.3. The Family as the Axis of Multiprofessional Coordination
4.4.5. Diagnosis of the Disorder
4.4.6. Professionals in the Educational Center: Coordination
4.4.7.  Intervention of the Physiotherapist in and out of the School Center
4.4.8. Intervention of the Orthotist in and out of the School Center
4.4.9.  Professionals External Educational Center: Coordination
4.4.10. Coordination between Professionals Inside and Outside of the School Center
4.4.11. The teacher Specialized in Therapeutic Pedagogy for Psychologists as a Liaison between Professionals

4.5. Documentation and Organization According to the Student's Needs

4.5.1. Documentation for Diagnosis of the Disorder
4.5.2. Reviews and Monitoring of the Disorder
4.5.3. Documentation of the Physiotherapist
4.5.4. Check-ups and Monitoring of the Monitoring by the Physiotherapist
4.5.5. Orthotist’s Documentation
4.5.6. Check-ups and Monitoring of the Disorder by the Orthotist
4.5.7. Documentation in Schools
4.5.8. Psychopedagogical Evaluation which Determines the Students’ Needs in Class
4.5.9. Elaboration of the Individual Curricular Adaptation Document
4.5.10. Monitoring of the Individual Curricular Adaptation Document

4.6.  Educational Intervention According to Stages of Development

4.6.1. Milestones in Development for Educational Intervention
4.6.2. Diagnosis. Premature Stimulation
4.6.3. Educational Intervention to Promote Cephalic Support.
4.6.4. Educational Intervention to Promote the Trunk Support.
4.6.5. Educational Intervention to Promote Standing Support
4.6.6. Educational Intervention to Promote the Proximal-distal Law
4.6.7. Educational Intervention to Promote law Cephalic Support-Caudal
4.6.8. Educational Intervention to Promote the March
4.6.9. Educational Intervention to Improve Hypotonia
4.6.10. Educational Intervention to Improve Hypertonicity

4.7. Adapted Individual Tools and Materials

4.7.1. Concept of School Activities
4.7.2. Necessity for Early Activities for Students with Special Needs
4.7.3. Necessity for Final Activities for Students with Special Needs
4.7.4. Classroom Adaptation
4.7.5. Adaptation for the School Center
4.7.6. Work Material on Tables
4.7.7. Materials for Walking around the School Center
4.7.8. Materials for Recreation in the School Center
4.7.9. Materials for Food and Hygiene in the School Center
4.7.10. Other Materials

4.8. Adapted Collective Tools and Materials

4.8.1. Concept of Collective Tools and Materials: A Necessity for Student Inclusion
4.8.2. Classification of Tools and Materials According to Environment
4.8.3. Classification of Tools and Materials According to Use
4.8.4. Materials for Classroom
4.8.5. Materials for the School Center
4.8.6. Materials for Playgrounds
4.8.7. Materials for Lunchrooms and Bathrooms
4.8.8. Information and Signs for Common Use in the Center
4.8.9. Adaptation of Common Spaces and Spaces for Use by All: Ramps and Elevators.
4.8.10. Other Tools and Materials

4.9. Social-Community Intervention at Schools

4.9.1. Concept of Social-Community Intervention
4.9.2. Justification for Social-Community Intervention for Students with Special Needs
4.9.3. Coordinated Intervention in Schools Among All Teaching Staff
4.9.4. Coordinated Intervention from Non-teaching Staff
4.9.5. Coordinated Intervention with Families in the Classroom
4.9.6. Intervention with External Resources: Extracurricular Outings
4.9.7. Intervention with External Resources for Culture: Zoo or Museums, etc-
4.9.8. Coordinated Intervention with Other Resources in the Vicinity: Library or Municipal Sports Center, etc.
4.9.9. Request for Social-Community Resources: Grants and Other Forms of Aid
4.9.10. Other Social-Community Resources

4.10. Assessment and Prognosis

4.10.1. The First Diagnosis: Response from Families
4.10.2. Helping Families to Accept the Diagnosis
4.10.3. Information and Interviews with Families
4.10.4. Information and Interviews with Students with Special Needs
4.10.5. Intervention at the School during Assessment: Role of the Specialized Teacher in Therapeutic Pedagogy for Psychologists
4.10.6. Multiprofessional Intervention in the Assessment
4.10.7. Measures to Make the Best Diagnosis
4.10.8. Establishing the Schedule in Multiprofessional Intervention
4.10.9. Review and Monitoring of Intervention: Assessment
4.10.10. Proposals for Improvement in Multiprofessional Intervention

Module 5. Neurodevelopment Disorders Autism Spectrum Disorder/ Pervasive and Specific Developmental Disorders 

5.1. Definition, Manifestation and Classification

5.1.1. Etiology
5.1.2. Genetic Factors.
5.1.3. Neurochemical Alterations
5.1.4. Alteration of the Immune Function
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 Classifications in DSM V and CIE 10

5.2. Students with Autism Spectrum Disorder 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 CIE 10
5.2.4. Symptoms According to the CIE 10
5.2.5. Educational Intervention According to Stages of Development
5.2.6. Educational Intervention in Early Childhood (3-6 Years Old)
5.2.7. Educational Intervention in Mid Childhood (6-12 Years Old)
5.2.8. Educational Intervention in Adolescence 12-20 Years Old)
5.2.9. Educational Intervention in Adulthood (20-40 Years Old)
5.2.10. Curricular Adaptations

5.3. Identification of Special Education Needs in Students with ASD
5.4. Intervention with Students Autism Spectrum Disorder (ASD)
5.5. Organization of Resources for Students with Autism Spectrum Disorder (ASD)
5.6. Specific Intervention Models
5.7. Curricular Adaptations for Students with Autism Spectrum Disorder
5.8. Educational Response for Students with ASD in Infant Education
5.9. Educational Response for Students with ASD in Primary Education and Secondary Education
5.10. Education for Adults with ASD Guidance for Families of Students with ASD

Module 6. Mental Disorders 

6.1. Concept and Definition of Mental Disorders

6.1.1. Definition of Mental Disorder
6.1.2. Historical Focus
6.1.3. Current Interpretation
6.1.4. General Conditions
6.1.5. Importance of Cognitive Apparatus
6.1.6. Parts of Cognitive Apparatus
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. Possible 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 Disorders
6.3.2. Possible Causes
6.3.3. Possible Conditions
6.3.4. Depressive Disorder
6.3.5. Bipolar Disorder
6.3.6. Manic Disorders
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 TOC
6.5.2. Types of TOC
6.5.3. Recurring 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 Disorders and Behavior Disorders

6.6.1. Definition for Destructive Impulse-Control Disorders and Behavioral 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 Disorder
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. Inclusion of Students with Mental Disorders in School and their 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. Formation of the Image
7.1.6. Normal Vision and Binocular Vision
7.1.7. Visual Perception
7.1.8. Importance of the Visual System
7.1.9. Definition of Eye Disorders
7.1.10. Neuro-ophthalmology

7.2. Classification of Eye Disorders

7.2.1. Congenital Diseases.
7.2.2. Syndromes with Ocular Conditions
7.2.3. Color Blindness
7.2.4. Infectious Agents
7.2.5. Diseases Related to Refractive Defects
7.2.6. Diseases of 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 of Development and Learning

7.3.1. Pyramids of Human Development
7.3.2. Phases of Development
7.3.3. Levels of Development
7.3.4. Location of the Sensory Level in the Developmental Pyramid and its Significance
7.3.5. General Scheme of Neurodevelopment
7.3.6. Sensorial and Perceptive Neurodevelopment in Childhood
7.3.7. Development of Early Sensations
7.3.8. Development of Color Perception
7.3.9. Development of Perceptual Organization
7.3.10. Motion perception

7.4. Incidences in the Stages of Development

7.4.1. Risk Factors with Stages of Development
7.4.2. Development of the Visual System at Birth
7.4.3. Development of Sensory Systems during Infancy
7.4.4. Consequences for Visual Attention
7.4.5. Consequences for Visual Memory
7.4.6. Consequences for Reading Skills
7.4.7. Influence of Vision on the Visuomotor System and its Development
7.4.8. Incidences in the Development of Reading Skills
7.4.9. Incidences in the Development of Writing during the Learning Process
7.4.10. Other Incidences

7.5. Multiprofessional Coordination

7.5.1. Specialized Degree in Therapeutic Pedagogy for Psychologists
7.5.2. Specialized Degree in Hearing and Speech
7.5.3. Special Education Supervisors during Schooling
7.5.4. Educators
7.5.5. Curricular Support Teachers
7.5.6. Mediators for Deafness and Blindness
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 Doctors Who Detect Eye Diseases

7.6. Documentation and Organization According to the Student's Needs

7.6.1. Psychopedagogical Evaluation
7.6.2. Neuropsychopedagogical Report
7.6.3. Ophthalmological Reports
7.6.4. Specific Medical Documentation for Diseases
7.6.5. Monitoring of Disorders
7.6.6. Documentation in Schools
7.6.7. Social Services
7.6.8. Social Organizations
7.6.9. School Organization
7.6.10. Classroom Organization
7.6.11. Family Organization

7.7. Educational Intervention According to Stages of Development

7.7.1. Adaptations at the School 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 during Early Childhood
7.7.6. Educational Intervention during Late Childhood
7.7.7. Educational Intervention during Adulthood
7.7.8. Intervention to Help Visual Capacity
7.7.9. Educational Intervention to Promote the Literacy Process
7.7.10. Family Interventions

7.8. Adapted Tools and Materials

7.8.1. Tools for Working with Students with Visual Deficits
7.8.2. Tools for Working with Students with Visual Impairment
7.8.3. Individual Adapted Materials
7.8.4. Collective Adapted Tools
7.8.5. Visual Skills Programs
7.8.6. Adaptations of Curricular Elements
7.8.7. Adaptation of Common Areas
7.8.8. Typhlotechnology
7.8.9. Visual Aid Techniques
7.8.10. Visual Stimulation Programs

7.9. Social-Community Intervention at Schools

7.9.1. Concept of Social-Community Intervention
7.9.2. Schooling of Students
7.9.3. Socialization of the Child
7.9.4. Extracurricular Outings
7.9.5. Family Circle
7.9.6. Relationship between Family and School
7.9.7. Relationship among Peers
7.9.8. Leisure and Free Time
7.9.9. Professional Training
7.9.10. Inclusion in Society

7.10. Evaluation and Prognosis of Diseases

7.10.1. Signs of Visual Impairment
7.10.2. Attitudinal Observation of the Student
7.10.3. Ophthalmologic Examination
7.10.4. Psychopedagogical Evaluation
7.10.5. Evaluation of the Degree of Adaptation to Visual Impairment
7.10.6. Differences Associated with Visual Pathology
7.10.7. Analysis of Family Cohesion
7.10.8. Assessment Test of a Student’s Functional Vision
7.10.9. Programs and Scales of Visual Stimulation
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. The 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. Classification of Hypoacusis
8.2.7. Psychobiological Aspects of Hypoacusis
8.2.8. Ear Trauma

8.3. Neurological Basis of Development and Learning

8.3.1. Pyramids of Human Development
8.3.2. Phases of Development
8.3.3. Levels of Development
8.3.4. Location of the Sensory Level in the Developmental Pyramid and its Significance
8.3.5. General Scheme of Neurodevelopment
8.3.6. Sensorial and Perceptive Neurodevelopment in Childhood
8.3.7. Development of the Hearing Process regarding Language
8.3.8. Social Development

8.4. Incidences in the Stages of Development

8.4.1. Risk Factors with Stages of Development
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 the Development of Balance in the Early Stages of Learning
8.4.5. Communication Difficulties
8.4.6. Motor Coordination Difficulties
8.4.7. Influence on Attention Span
8.4.8. Functional Consequences
8.4.9. Consequences for Reading Skills
8.4.10. Emotional Incidences

8.5. Multiprofessional Coordination

8.5.1. Specialized Degree in Therapeutic Pedagogy for Psychologists
8.5.2. Specialized Degree in Hearing and Speech
8.5.3. Special Education Supervisors during Schooling
8.5.4. Educators
8.5.5. Curricular Support Teachers
8.5.6. Sign Language Professional
8.5.7. Mediators for Deafness and Blindness
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 Doctors Who Detect Eye Diseases

8.6. Documentation and Organization According to the Student's Needs

8.6.1. Psychopedagogical Evaluation
8.6.2. Neuropsychopedagogical Report
8.6.3. Medical Reports
8.6.4. Audiometry
8.6.5. Acoumetry
8.6.6. Tympanometry
8.6.7. Supraliminal Tests
8.6.8. Stapedial reflex
8.6.9. Documentation in Schools
8.6.10. School Organization
8.6.11. Classroom Organization
8.6.12. Social and Family Organization

8.7. Educational Intervention According to Stages of Development

8.7.1. Adaptations at the School Level
8.7.2. Adaptations at the Classroom Level
8.7.3. Adaptations at the Personal Level
8.7.4. Logopedic Intervention in Stages of Development
8.7.5. Educational Intervention during Early Childhood
8.7.6. Educational Intervention during Late Childhood
8.7.7. Educational Intervention during Adulthood
8.7.8. Alternative and Augmentative Communication Systems
8.7.9. Intervention to Stimulate Auditory Capacity
8.7.10. Educational Intervention to Improve Linguistic Ability
8.7.11. Family Interventions

8.8. Adapted Tools and Materials

8.8.1. Tools for Working with Students with Visual Deficits
8.8.2. Tools for Working with Students with Visual Impairment
8.8.3. Individual Adapted Tools
8.8.4. Collective Adapted Tools
8.8.5. Auditory Skills Programs
8.8.6. Adaptation of Common Areas
8.8.7. Adaptations of Curricular Elements
8.8.8. Influence of ICT
8.8.9.  Auditory Aid Techniques
8.8.10. Auditory Stimulation Programs

8.9. Social-Community Intervention at Schools

8.9.1. Concept of Social-Community Intervention
8.9.2. Schooling of Students
8.9.3. Schooling of Students
8.9.4. Socialization of the Child
8.9.5. Extracurricular Outings
8.9.6. Family Circle
8.9.7. Relationship between Family and School
8.9.8. Relationship among Peers
8.9.9. Leisure and Free Time
8.9.10. Professional Training
8.9.11. Inclusion in Society

8.10. Evaluation and Prognosis of Diseases

8.10.1. Signs of Visual Impairment
8.10.2. Tests for Subjective Hearing
8.10.3. Tests for Objective Hearing
8.10.4. Psychopedagogical Evaluation
8.10.5. ENT Physician’s Evaluation
8.10.6. Role of the Audiologist
8.10.7. Speech Therapist Evaluation
8.10.8. Function of Social Services.
8.10.9. Analysis of Family Cohesion
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 of Communication
9.1.5. Definition of Disorder
9.1.6. Introduction to the Nervous System
9.1.7. Description of the Communicative Process
9.1.8. Differences between Communication and Speech
9.1.9. Relationship between Language with the Auditory and Visual Process
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 Retardation
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 Hypoacusia
9.2.8. Specific Learning Disorder
9.2.9. Academic or Educational Problems
9.2.10. Unspecified Communication Disorder

9.3. Neurological Basis of Development and Learning

9.3.1. Pyramids of Human Development
9.3.2. Phases of Development
9.3.3. Levels of Development
9.3.4. Location of the Skills of Language in the Developmental Pyramid and its Significance
9.3.5. General Scheme of Neurodevelopment
9.3.6. Perceptual and Motor Neurodevelopment in Childhood
9.3.7. Areas of Development which Influence Language
9.3.8. Cognitive Development through Communication and Language
9.3.9. Social and Emotional Development through Communication and Language

9.4. Incidences in the Stages of Development

9.4.1. Language and Speech Development
9.4.2. Early Childhood: Language Development
9.4.3. Development of Speech
9.4.4. Development of Vocabulary and Grammar
9.4.5. Development of Communication Skills
9.4.6. Literacy: Understanding and Using Written Language
9.4.7. Difficulties in Learning to Read
9.4.8. Emotional Development of the Student
9.4.9. Diseases Related to Language Disorders
9.4.10. Other Incidences

9.5. Multiprofessional Coordination

9.5.1. Specialized Degree in Therapeutic Pedagogy for Psychologists
9.5.2. Specialized Degree in Hearing and Speech
9.5.3. Special Education Supervisors during Schooling
9.5.4. Educators
9.5.5. Curricular Support Teachers
9.5.6. Sign Language Professional
9.5.7. Mediators for Deafness and Blindness
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 Doctors Who Detect Eye Diseases

9.6. Documentation and Organization According to the Student's Needs

9.6.1. Psychopedagogical Tests
9.6.2. Psychopedagogical Evaluation
9.6.3. Neuropsychopedagogical Report
9.6.4. Logopedic Report
9.6.5. Specific Medical Documentation of Language Disorders
9.6.6. Documentation in Schools
9.6.7. Social Organizations
9.6.8. School Organization
9.6.9. Classroom Organization
9.6.10. Family Organization

9.7. Educational Intervention According to Stages of Development

9.7.1. Logopedic Intervention in Stages of Development
9.7.2. Adaptations at the School Level
9.7.3. Adaptations at the Classroom Level
9.7.4. Adaptations at the Personal Level
9.7.5. Educational Intervention during Early Childhood
9.7.6. Educational Intervention during Late Childhood
9.7.7. Educational Intervention during Adulthood
9.7.8. Family Interventions

9.8. Adapted Tools and Materials

9.8.1. Tools for Working with Students with Communication Disorders
9.8.2. Individual Adapted Tools
9.8.3. Collective Adapted Tools
9.8.4. Language Skills Programs
9.8.5. Literacy Programs
9.8.6. Adaptations of Curricular Elements
9.8.7. Influence of ICT
9.8.8. Auditory and Visual Stimulation

9.9. Social-Community Intervention at Schools

9.9.1. Concept of Social-Community Intervention
9.9.2. Schooling of Students
9.9.3. Socialization of the Child
9.9.4. Extracurricular Outings
9.9.5. Family Circle
9.9.6. Relationship between Family and School
9.9.7. Relationship among Peers
9.9.8. Leisure and Free Time
9.9.9. Professional training
9.9.10. Inclusion in Society

9.10. Evaluation and Prognosis of Diseases

9.10.1. Manifestations of the Problems in Communication
9.10.2. Logopedic Report
9.10.3. ENT Physician's Evaluation
9.10.4. Tests of Subjective Hearing
9.10.5. Psychopedagogical Evaluation
9.10.6. Logopedic Rehabilitation
9.10.7. Analysis of Family Cohesion
9.10.8. Auditory Treatments
9.10.9.    Analysis of Family Cohesion
9.10.10. Treatment

Module 10. Other Diseases and Disorders

10.1. Deafness and Blindness

10.1.1. Definition
10.1.2. Implication and Consequences of Suffering Blindness and Deafness
10.1.3. Evolution and Development of a Deaf-Blind Person
10.1.4. Some Keys in the Psypedagogical Intervention
10.1.5. Communication.
10.1.6. Communication Systems
10.1.7. Some Keys in the Psypedagogical Intervention with the Family
10.1.8. Stages of Acceptance
10.1.9. Needs of the Family

10.2. West Syndrome

10.2.1. Definition. Etiology. Prevalence. Prognosis
10.2.2. General Symptoms
10.2.3. Psychopedagogical 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. Needs of the Family

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. Needs of the Family

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 the School Areas
10.4.7. Psychopedagogical and Logopedic Evaluation
10.4.8. Adaptations in Materials
10.4.9.  Adaptations in Teaching Techniques
10.4.10. Adaptations for Classroom Exercises and Assessments

Module 11. ICTs, Innovation and Emerging Methodologies

11.1. ICTs in Special Education

11.1.1. Special Educational needs
11.1.2. Principles of Special Education and the Use of ICTs
11.1.3. The Role and Value of ICTs in Special Education
11.1.4. Inclusion vs. Technological Marginalization
11.1.5. Digital Accessibility
11.1.6. The Right to Accessibility
11.1.7. ICT Resources for Students with Special Educational Needs
11.1.8. Advantages of ICT to Education
11.1.9. Assistive Technologies for Diversity (ATD)
11.1.10. ICT for Students with Special Educational Needs

11.2. Resources for Students with Auditory Disabilities

11.2.1. ICT Resources for Auditory Disability
11.2.2. Objectives
11.2.3. HETAH-Translator into Sign Language
11.2.4. AMPDA
11.2.5. SpreadTheSign
11.2.6. PictoTranslator
11.2.7. “El Caracol Serafín”
11.2.8. Signs Library
11.2.9. Speechviewer II Phonetic Visualizer
11.2.10. Dreamletters

11.3. Resources for Students with Visual Disabilities

11.3.1. ICT Resources for Visual Disability
11.3.2. Objectives
11.3.3. HETAH-Transcriber
11.3.4. KNFB Reader
11.3.5. The Magic Word Tree
11.3.6. Audescmobile
11.3.7. Singingletters
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 Disability
11.4.2. Objectives
11.4.3. KeyTweak
11.4.4. Form Pilot Office
11.4.5. EmuClic
11.4.6. SinClic 0.9.
11.4.7. Virtual Keyboard 
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 Disability
11.5.2. Objectives 
11.5.3. “Cabezudos”
11.5.4. Able Services
11.5.6. TecnoCom Lite
11.5.7. Help, I’m Lost
11.5.8. Game of Opposites
11.5.9. Special Stories
11.5.10. Learning Project

11.6. ASD Resources

11.6.1. ICT Resources for Students with Autism
11.6.2. Objectives
11.6.3. Emotion Project
11.6.4. ASD Doctor
11.6.5. Social Classroom
11.6.6. Words in Pictures
11.6.7. Appyautism
11.6.8. AraWord
11.6.9. GoTalk 9+ Communicator
11.6.10. Zac Browser

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