A specific Postgraduate certificate to turn your intervention as a professional counselor with students with special difficulties into a high value work"

The purpose of vocational guidance is to orient students or career aspirants to make the decision of which career path to follow. In this aspect, the functionality of this model seeks equality and to point out the most viable paths for the different personalities that exist.  

For this reason, this course seeks to identify the resources and tools necessary to carry out guidance in the field of integration. The student will acquire new classroom skills and a new perspective on how to approach counseling. The resources that the professionals will find in this Postgraduate certificate will allow them to obtain better results in the medium and long term both in the vocational decision and in the preparation for the working life of their students.

Both the activities proposed and the innovative approaches to guidance that you will encounter will enable the student to improve their professional skills and the results of their department in the center. 

This programs helps professionals in this field to increase their ability to succeed, which results in better praxis and performance that will have a direct impact on educational outcomes, on the improvement of the educational system and on the social benefit for the whole community. 

An educational program created for professionals who aspire for excellence, and that will enable you to acquire new skills and strategies easily and effectively”

This Postgraduate certificate in Career Guidance for Inclusion contains the most complete and up-to-date educational program on the market. The most important features include:

• The development of 100 practical cases presented by experts in Career Guidance for Inclusion
• The graphic, schematic, and practical contents provide students with scientific and practical information on the disciplines that are essential
• New developments and innovations in different fields of work
• Practical exercises where self-assessment can be used to improve learning
• Algorithm-based interactive learning system for decision-making in the situations that are presented to the student
• Special emphasis on cutting-edge methodologies
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

Give a boost to your competitiveness with this Postgraduate certificate and place yourself at the top of the labor market"

It includes, in its teaching staff, professionals who bring to this training the experience of their work, in addition to recognized specialists from prestigious reference 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 program designed to learn in real situations. 

This program is designed around Problem-Based Learning, whereby the student must try to solve the different professional practice situations that arise throughout the program. For this purpose, the professional will be assisted by an innovative interactive video system created by renowned and experienced experts. 

A specific form of work of notable interest in the model of education and inclusive society of the future"

This Certificate marks the difference between a professional with a lot of knowledge, and a professional who knows how to apply it in their daily practice"

The contents of this comprehensive training program have been developed by the sector’s most competent professionals, with a high quality criterion at every stage of the course For this purpose, the most relevant and comprehensive topics have been selected, with the latest and most interesting updates  

An intensively structured educational approach, in such a way that you achieve your learning goals consistently and effectively"

Module 1. Guidance for Inclusion Vocational and Professional Guidance for Inclusion

1.1. Theoretical Framework: The Concept of Diversity, Inclusion and Inclusive Guidance

1.1.1. From Special Education to Diversity Care
1.1.2. From Attention to Diversity to Inclusive Education
1.1.3. Attention to Diversity within the Framework of the European Union
1.1.4. Concept of Diversity from an Employability Perspective
1.1.5. Concept of Educational and Labor Inclusion
1.1.6. Educational Legislation with Respect to Educational Inclusion
1.1.7. Inclusive Guidance, a Lifelong Process
1.1.8. Inclusive Guidance, School, Work and the Environment
1.1.9. Inclusive Guidance, Differentiated Needs
1.1.10. Keys to an Inclusive Guidance

1.2. Knowledge of the Different Diversity Profiles for Guidance

1.2.1. The Educational Response to Diversity
1.2.2. Curricular Adaptations for Obtaining the Compulsory High School Diploma
1.2.3. Understanding the Diversity of Cognitive, Emotional and Affective Processes on which Learning is Based
1.2.4. Diversity and Educational Inclusion Plan
1.2.5. Students with Attention Deficit and Hyperactivity Disorder
1.2.6. Students with Autism Spectrum Disorder
1.2.7. Students with Learning Difficulties (Dyslexia, Dysorthography, etc.)
1.2.8. Students with Intellectual Disabilities
1.2.9. Students with Mental Disorders
1.2.10. Students with Sensory Disabilities

1.3. Functional Diversity as Seen from its Potential

1.3.1. Definition of Functional Diversity
1.3.2. Types of Functional Diversity
1.3.3. Identity and Intellectual Functional Diversity
1.3.4. Inclusive Education and Higher Education from the Point of View of Students with Functional Diversity
1.3.5. Socio-Occupational Training of Students with Functional Diversity
1.3.6. The Role of Vocational Training in the Social and Labor Inclusion of Young People with Intellectual Functional Diversity
1.3.7. Indicators to Identify the Potential of People with Functional Diversity
1.3.8. Labor Inclusion of People with Functional Diversity
1.3.9. Professional Guidance for Students with Functional Diversity in High School
1.3.10. Professional Guidance for Students with Functional Diversity in University

1.4. General Actions in Vocational Guidance for Students with Different Difficulties: ADHD, ASD, Dyslexia, etc

1.4.1. Pre-Vocational Initiation
1.4.2. Vocational Decision and Involvement
1.4.3. Vocational Decision Processes
1.4.4. Difficulty and Pressure
1.4.5. Professional Counseling
1.4.6. Market Knowledge
1.4.7. Decision-Making Strategies
1.4.8. Facilitating Self-Awareness and the Ability to Make Choices
1.4.9. Provide Information to Trainee and Families
1.4.10. Encourage Personal Interests

1.5. Tools for Inclusive Guidance

1.5.1. How to Guide People with Learning Difficulties?
1.5.2. Professional Guidance for People with Specific Educational Support Needs (ASD, ADHD, Dyslexia, etc.)
1.5.3. Professional Guidance for People with Intellectual Functional Diversity
1.5.4. Professional Guidance for People with Sensory Functional Diversity
1.5.5. Professional Guidance for People in Conditions of Social Vulnerability
1.5.6. Professional Guidance for People with Mental Disorders
1.5.7. Curriculum Development in Response to Diversity
1.5.8. The Job Interview for People with Functional Diversity
1.5.9. Professional Fields
1.5.10. Vocational Groups

1.6. Educational Offers and Educational and Professional Itineraries, Taking Diversity into Account

1.6.1. Educational and Vocational Pathways to Guide People with Difficulty
1.6.2. Programs for Learning and Performance Enhancement
1.6.3. Reinforcement Programs in High School
1.6.4. Basic Vocational Training
1.6.5. Basic Vocational Training in Special Education
1.6.6. Professional Qualification Programs
1.6.7. Youth Guarantee Programs
1.6.8. Occupational Training for People with Functional Diversity
1.6.9. Special Employment Center
1.6.10. Occupational Center

1.7. Diversity Professional Guidance Program in High School

1.7.1. Needs Assessment
1.7.2. Program Rationale
1.7.3. Program Objectives
1.7.4. Program Contents
1.7.5. Program Methodology
1.7.6. Program Resources
1.7.7. Program Timing
1.7.8. Program Assessment
1.7.9. Program Application
1.7.10. Program Summary

1.8. Job Search Program: Customized Employment for People with Functional Diversity

1.8.1. Customized Employment Concept
1.8.2. Customized Employment, the Evolution of Supported Employment
1.8.3. Labor Market
1.8.4. Guidance and Job Search Resources
1.8.5. Internet Employment
1.8.6. Job Skills
1.8.7. Social Skills
1.8.8. Planning Skills
1.8.9. Special Employment Centers
1.8.10. The Role of the Companies

1.9. Occupational Training Itineraries for Attention to Diversity

1.9.1. Unemployment of People with Disabilities
1.9.2. Vocational Training for Employment
1.9.3. Employment Workshops
1.9.4. Labor Market Integration of People with Disabilities
1.9.5. Labor Qualification of People with Disabilities
1.9.6. Occupational Integration Services
1.9.7. Pre-Job Training
1.9.8. Ongoing Training
1.9.9. Occupational Distance Training
1.9.10. Public Employment Services that Cater to Diversity

1.10. Case Studies. Case Study: Professional Guidance Program for a Student with ADHD and/or ASD

1.10.1. ASD Student
1.10.2. Educational Experience
1.10.3. Academic Guidance
1.10.4. Professional Guidance
1.10.5. Job Placement
1.10.6. Occupational and Ongoing Training
1.10.7. Student with ADHD
1.10.8. Educational Experience
1.10.9. Academic Guidance
1.10.10. Professional Guidance
1.10.11. Job Placement
1.10.12. Occupational and Ongoing Training

A unique, key, and decisive educational experience to boost your professional development”