An exhaustive and 100% online program, exclusive to TECH, with an international perspective backed by our affiliation with the European Association of Applied Psychology (EAAP)”

Educational Psychology is ideal for integrating both unique methods and classic approaches in psychology, allowing for a rigorous analysis of how individuals learn and what factors influence their cognitive, emotional, and social development. In fact, its primary goal is to contribute to the improvement of educational quality by offering effective intervention strategies tailored to the needs of different school and community contexts.

Based on this premise, TECH’s Master’s Degree in Educational and Health Psychology will provide specialized training, grounded in cutting-edge theoretical models and applied techniques. Through an exclusive academic pathway, renowned for its comprehensive and practical approach, professionals will address everything from language development disorders intervention to early care and family support, including relevant content in neuroscience and psychopharmacology. Moreover, students will benefit from a prestigious faculty composed of experts with extensive experience in child, adolescent, and adult psychology.

During the intensive training months, specialists will access carefully designed content to gain a deep understanding of current challenges in educational and health interventions. TECH’s methodology will also be based on Relearning, an innovative system that facilitates the natural and effective assimilation of knowledge. This model will promote a flexible, autonomous academic experience tailored to the pace of each graduate, fostering practical application and the development of critical skills.

Thanks to TECH’s membership in the European Association of Applied Psychology (EAAP), students will have access to specialized resources, continuous training, and an annual seminar at no additional cost. Additionally, they will have the opportunity to collaborate with like-minded professionals and organizations, integrate into an international network, and benefit from various levels of membership that recognize both professional commitment and notable contributions to applied psychology.

This exhaustive and dynamic postgraduate program will prepare you to conduct comprehensive and accurate psychological assessments, utilizing cutting-edge diagnostic tools to detect Emotional Disorders”

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

• The development of case studies presented by experts in Educational and Health Psychology
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where self-assessment can be used to improve learning
• Special emphasis on innovative methodologies in Educational and Health 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

You will develop preventive and mental health promotion programs, contributing to the well-being of users”

The program's faculty includes professionals from the field of Educational and Health Psychology, who bring their practical experience into the program, along with recognized 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 for real-life situations.

The design of this program focuses on Problem-Based Learning, through which the expert will be required to resolve various professional practice situations throughout the degree. For this purpose, the professional will be assisted by an innovative interactive video system created by renowned and experienced experts.

You will intervene effectively in conditions such as Anxiety, Depression, or Behavioral Disorders”

With TECH's Relearning system, you won’t have to invest excessive hours in learning, focusing instead on the most relevant concepts”

This Master's Degree will offer a comprehensive overview of the main areas of Educational and Health Psychology. Through 10 modules, experts will delve into learning, development, neuroscience, psychological assessment, child and adolescent psychopathology, and early intervention. Additionally, key theories, diagnostic techniques, and intervention strategies tailored to educational and healthcare contexts will be explored. In this way, graduates will gain the tools to effectively address language disorders, emotional difficulties, and disruptive behaviors, developing evidence-based interventions that improve the quality of life for children, adolescents, and adults.

With these fully updated contents, you will explore intervention strategies in crisis situations to provide psychological support to individuals in times of distress or trauma”

Module 1. Educational Psychology: History, Approaches, and Theoretical Foundations

1.1. History, Concept, and Current Trends in Educational Psychology

1.1.1. History: The Beginning, Birth, and Consolidation of Educational Psychology
1.1.2. Conceptual Issues and Epistemological Diversity
1.1.3. Educational Research Methodology

1.2. Nature, Characteristics and Approaches to Learning

1.2.1. Introduction
1.2.2. Learning Metaphors
1.2.3. Conclusions

1.3. Behavioral Theories and Implications for Education

1.3.1. Classical Conditioning in the Educational Context
1.3.2. Instrumental Conditioning in the Educational Context
1.3.3. Operant Conditioning in the Educational Context
1.3.4. Social Learning by Bandura
1.3.5. Techniques of Behavior Modification Based on Conditionings

1.4. Theories of Information Processing

1.4.1. Beginnings, Influence Centers and Consolidation Period
1.4.2. Adaptive Thought Control Theory
1.4.3. Theory of Schemes
1.4.4. Information Processing Theory

1.5. Cognitive Learning Theories

1.5.1. Classic Theories
1.5.2. Current Theories
1.5.3. Implications in the Current Educational Context

1.6. Intelligence

1.6.1. Conceptualization
1.6.2. Psychometric Approach Theories
1.6.3. Assessment Tools
1.6.4. Cognitive and Current Theories
1.6.5. Current Theories
1.6.6. Feuerstein’s Model
1.6.7. Sternberg Triarchic Theory
1.6.8. Gardner’s Theory of Multiple Intelligences
1.6.9. Emotional Intelligence by Salovey, Mayer and Caruso
1.6.10    Assessment Tools
1.6.11    Intervention Programs

1.7. Learning Styles and Thinking

1.7.1. Conceptualization
1.7.2. Typologies, Features and Differential Criteria
1.7.3. Assessment Tools

1.8. School Motivation and Learning

1.8.1. Conceptualization and Explanatory Models of Motivation
1.8.2. Types of Motivation
1.8.3. Academic Goals
1.8.4. Motivation for Achievement
1.8.5. Assessment Tools
1.8.6. Intervention Models

1.9. Creativity

1.9.1. Conceptual Approach
1.9.2. Classic Models
1.9.3. Current Models
1.9.4. Assessment Tools
1.9.5. Educational Applications
1.10. Interpersonal Relationships and Social Skills
1.10.1. Classroom Group Processes
1.10.2. Classroom Dynamics
1.10.3. Conclusions

Module 2. Developmental Psychology

2.1. Fundamentals and Introduction to Developmental Psychology I

2.1.1. Campaign Objectives
2.1.2. Introduction
2.1.3. Maturation, Concept and Evolutionary Importance
2.1.4. Gradual development
2.1.5. Life Cycle Development
2.1.6. Multidimensional Development
2.1.7. A Common Development, but at a Different Pace
2.1.8. Factors to Consider
2.1.9. Conclusions
2.1.10    Summary
2.1.11    References

2.2. Fundamentals and Introduction to Developmental Psychology II

2.2.1. Campaign Objectives
2.2.2. Introduction
2.2.3. Developmental Origins and the Figure of the Child
2.2.4. First Approaches to the Study of Development
2.2.5. Early Scientific Work on Development
2.2.6. Study Methodology
2.2.7. Case Studies
2.2.8. Some Experimental Designs
2.2.9. Theories to Consider
2.2.10    Conclusions
2.2.11    Summary
2.2.12    References

2.3. Prenatal Development

2.3.1. Introduction
2.3.2. Prenatal Development
2.3.3. The Germinal Phase
2.3.4. The Embryonic Stage
2.3.5. The Fetal Stage
2.3.6. Conclusions
2.3.7. Summary
2.3.8. References

2.4. Neuropsychological Development in Childhood

2.4.1. Introduction
2.4.2. Development of the Concept of Self and the Self-Concept
2.4.3. Conclusions
2.4.4. Summary
2.4.5. Bibliography

2.5. Piaget’s Theory of Cognitive Development

2.5.1. Introduction
2.5.2. Jean Piaget
2.5.3. Biological Importance
2.5.4. The Concept of Intelligence
2.5.5. Intellectual Development in the Child according to Piaget
2.5.6. Stages of Development
2.5.7. Conclusions
2.5.8. Summary
2.5.9. Bibliography

2.6. Sociocultural Perspective, Information Processing Theory and Bruners Theory

2.6.1. Introduction
2.6.2. Vygotsky
2.6.3. Zone of Proximal Development (ZPD) and Assisted Learning
2.6.4. Vygotsky’s Concept of Thought
2.6.5. Language Development according to Vygotsky
2.6.6. Relationship Between Thought and Language
2.6.7. Jerome Bruner
2.6.8. Conclusions
2.6.9. Summary
2.6.10    Bibliography

2.7. Psychomotor Development: Fine and Gross Psychomotor Development

2.7.1. Introduction
2.7.2. Psychomotor Development
2.7.3. Psychomotricity: the Body Scheme
2.7.4. Gross Psychomotricity
2.7.5. Fine Psychomotor Skills
2.7.6. Motor Development Over Time
2.7.7. Development of Fine Motor Skills
2.7.8. Conclusions
2.7.9. Summary
2.7.10    References

2.8. Introduction and Fundamental Elements of Language Development

2.8.1. Introduction
2.8.2. The Beginnings of Language
2.8.3. First Language Steps
2.8.4. The First Words
2.8.5. The First Sentences
2.8.6. Conclusions
2.8.7. Summary
2.8.8. References

2.9. Prelinguistic and Linguistic Stage

2.9.1. Introduction
2.9.2. Conclusions
2.9.3. Summary
2.9.4. Bibliography

2.10. Disorders Related to Language Development

2.10.1. Introduction
2.10.2. Conclusions
2.10.3. Bibliography

Module 3. Neuroscience

3.1. The Nervous System and Neurons

3.1.1. The Formation of the Nervous System
3.1.2. Types of Neurons

3.2. Neurobiological Principles of the Brain

3.2.1. Brain Hemispheres and Lobes
3.2.2. Localizationism vs. Brain Functionalism

3.3. Genetics and Neurodevelopment

3.3.1. Undifferentiated Neurons
3.3.2. Programmed Neuronal Death

3.4. Myelination

3.4.1. Electrical Interneuronal Communication
3.4.2. Role of Myelin in Neurons

3.5. Brain Neurochemistry

3.5.1. Interneuronal Chemical Communication
3.5.2. Neurohormones and Their Functions

3.6. Plasticity and Brain Development

3.6.1. Age vs Neuronal Plasticity.
3.6.2. Neurodevelopment

3.7. Hemispheric Differences

3.7.1. Right Brain
3.7.2. Left Brain

3.8. Interhemispheric Connectivity

3.8.1. White Matter
3.8.2. Differences Between Genders

3.9. Localizationism vs. Functionalism

3.9.1. Hemispheric Functions
3.9.2. New Localizationism

3.10. Techniques for Studying the Brain: Invasive vs. Non-Invasive

3.10.1. Invasive Techniques
3.10.2. Non-Invasive Techniques

Module 4. Psychology of Learning

4.1. Learning and Classical Conditioning

4.1.1. Introduction
4.1.2. Reflexes, Habituation, and Sensitization
4.1.3. Classical Conditioning

4.2. Operant Conditioning

4.2.1. Fundamentals of Operant Conditioning
4.2.2. Reinforcement and Punishment Programs
4.2.3. Extinction

4.3. Causal Learning

4.3.1. Introduction
4.3.2. Causal Learning Models
4.3.3. Learned Helplessness

4.4. Spatial Learning

4.4.1. Introduction
4.4.2. Tolman: Pioneer of Spatial Learning
4.4.3. Conclusions

4.5. Observational Learning

4.5.1. Introduction
4.5.2. Observational Learning
4.5.3. Bandura’s Social Learning Theory
4.5.4. Alternatives to Imitation
4.5.5. Brain Substrates: Mirror Neurons

4.6. Learning Concepts and Categories, Skills, and Strategies

4.6.1. Introduction
4.6.2. Learning Abstract Relationships (Categories and Concepts)
4.6.3. Learning Skills
4.6.4. Learning Strategies

4.7. Deductive Reasoning

4.7.1. Introduction
4.7.2. Deductive Reasoning: Propositional
4.7.3. Main Inferences
4.7.4. Reasoning Theories

4.8. Probabilistic Reasoning

4.8.1. Introduction to Inductive Reasoning: Categorical Induction
4.8.2. Introduction to Probabilistic Reasoning
4.8.3. Heuristics
4.8.4. Mental Models Theory

4.9. Learning, Motivation, and Emotion

4.9.1. Introduction
4.9.2. Normative Decision Theory
4.9.3. Decision Making

4.10. Reasoning in Context

4.10.1. Everyday Reasoning
4.10.2. Argumentation Skills
4.10.3. Creativity

Module 5. Psychological Assessment

5.1. Theoretical Foundations of Psychological Assessment

5.1.1. Definition and Objectives
5.1.2. Contents of the Neuropsychological Assessment
5.1.3. Conclusions

5.2. Anamnesis or Medical History

5.2.1. Introduction and Role of the Clinical History
5.2.2. Compilation of Clinical History
5.2.3. History Content

5.3. Clinical Interview and Behavioral Observation

5.3.1. Clinical Interview
5.3.2. Observation of the Interviewee’s Behavior
5.3.3. Conclusions

5.4. Essential Elements of Selection, Administration and Proofreading

5.4.1. Record Keeping and Note Taking
5.4.2. Test Standards Procedures
5.4.3. Proofreading
5.4.4. Interpreting Tests

5.5. Special Populations in Neuropsychological Assessment

5.5.1. Application of Tests to Patients with Aphasia
5.5.2. Application of Tests to Patients with Motor Impairment
5.5.3. Child Neuropsychological Assessments
5.5.4. Geroneuropsychology
5.5.5. Psychiatric Behaviours.
5.5.6. Forensics Neuropsychological Assessments

5.6. Psychological Report Writing

5.6.1. Introduction
5.6.2. Writing a Neuropsychological Report
5.6.3. Organization of a Neuropsychological Report

5.7. Instruments for the Assessment of Intelligence and Attention

5.7.1. Wechsler Scale
5.7.2. Reynolds Scales
5.7.3. Kauffman Scales
5.7.4. Stanford-Binet Scales
5.7.5. Raven Scales
5.7.6. Color Trail Test
5.7.7. Trail-Making Test
5.7.8. Conners Continuous Performance Test
5.7.9. Digit Spam
5.7.10. Face Difference Perception Test
5.7.11. Attention and Concentration Test

5.8. Instruments for the Assessment of Executive Functions, Learning and Memory

5.8.1. Behavioral Assessment of the Dysexecutive Syndrome (BADS)
5.8.2. Tower of Hanoi/Sevilla, Ring Test
5.8.3. Stroop Color and Word Test
5.8.4. Neuropsychological Assessment of Executive Functions in Children (ENFEN)
5.8.5. Wisconsin Card Sorting Test
5.8.6. Porteus Maze Test
5.8.7. California Verbal Learning Test (CVLT)
5.8.8. Wechsler Memory Scales- IV
5.8.9. España-Complutense Verbal Learning Test (TAVEC and TAVECI)
5.8.10. Test of Memory and Learning (TOMAL)

5.9. Instruments for the Assessment of Motor, Visual, Visuospatial and Visuotactile Functions

5.9.1. Clock Test
5.9.2. King - Osterrieth Figure Copy Test
5.9.3. Bender Visuomotor Guestaltic Test
5.9.4. Frostig Visual Perception Development Test
5.9.5. Benton Visual Retention Test (TRVB)
5.9.6. Superimposed Figures Recognition Test
5.9.7. Right-Left Recognition Test
5.9.8. Design Test with Cubes and Puzzles
5.9.9. Object Recognition Test and Finger Recognition Test
5.9.10    Tests for Motor Skills Assessment

5.10. Neuropsychological Tests

5.10.1. Test de Luria-Christensen
5.10.2. Neuropsychological Maturity Questionnaire (CUMANIN and CUMANES)
5.10.3. Mini-Mental State Examination (MMSE)

Module 6. Language Development Disorders

6.1. Introduction
6.2. Thought and Language: Their Relationships

6.2.1. Theories Explaining Its Development
6.2.2. Thought and Language. Interdependence
6.2.3. The Place of Language in Learning

6.3. Relationship of Language With Learning Difficulties

6.3.1. Communication, Language, Speech and Language
6.3.2. General Aspects of Language Development
6.3.3. Language Impairment Prevention

6.4. Delayed Language Development and its Implications for Learning Difficulties

6.4.1. Conceptualization of Language Development Delay and Its Characterization
6.4.2. Causes of Delayed Language Development
6.4.3. Importance of Early Identification and Care at School
6.4.4. Delayed Language Development as a Risk Factor for Learning Difficulties

6.5. Most Common Language Disorders in Students

6.5.1. Concepts and Delimitations
6.5.2. Speech Disorders. Their Manifestations in the Different Components: Phonetics, Phonology, Morpho-Lexical, Syntax, Semantics and Pragmatics
6.5.3. Speech Disorders: Dyslalia, Dysarthria, Rhinolalia, Dysphonia and Stuttering

6.6. Language Assessment

6.6.1. Assessment Tools
6.6.2. Components to Be Assessed
6.6.3. Evaluation Report

6.7. Attention to Language Disorders in Educational Institutions

6.7.1. Language Disorders
6.7.2. Speech Disorders

6.8. Activities for the Integration of Knowledge and Its Practical Application
6.9. Recommending Readings
6.10. Bibliography

Module 7. Child and Adolescent Psychopathology and Intervention

7.1. Child and Adolescent Psychopathology: Fundamental Aspects

7.1.1. Comorbidity with Other Disorders
7.1.2. Psychopathology and Different Contexts
7.1.3. Vulnerability and Associated Risk

7.2. Classification of Child and Adolescent Psychopathological Disorders

7.2.1. Criteria of Abnormal Behavior
7.2.2. Disorders and their Classification
7.2.3. Properties of Child Psychopathology Classifications

7.3. Assessment of Disorders in Children: General Characteristics

7.3.1. Diagnostic Evaluation in Childhood: Characteristics
7.3.2. The Evaluation Process: Phases and Instruments

7.4. The Intervention in Infantile Stages: Differential Aspects

7.4.1. Specific Characteristics
7.4.2. The Intervention Process
7.4.3. Limitations of the Intervention

7.5. Attention Deficit and Hyperactivity Disorder

7.5.1. Description and Characteristics
7.5.2. Clinical Diagnosis and Assessment of the Disorder
7.5.3. Treatment

7.6. Autism Spectrum Disorder

7.6.1. Description and Characteristics
7.6.2. Assessment and Therapeutic Interventions

7.7. Childhood and Adolescent Depression

7.7.1. Characteristics
7.7.2. Assessment of the Disorder
7.7.3. Treatment

7.8. Childhood Anxiety Disorders and Phobias

7.8.1. Characteristics
7.8.2. Psychological Assessment
7.8.3. Treatment

7.9. Disruptive Behavior Disorders

7.9.1. Description and Clinical Characteristics
7.9.2. Assessment of the Disorder
7.9.3. Treatment

7.10. Different Clinical Entities of Interest in Infantile-Juvenile Stages

7.10.1. Abuse and Maltreatment
7.10.2. Physical Illnesses
7.10.3. Chronic Pain

Module 8. Early Intervention

8.1. Introduction

8.1.1. Prevention of Needs

8.2. Language Intervention

8.2.1. Language Disorders

8.3. Intervention in the Development

8.3.1. Prenatal Origin
8.3.2. Non-Prenatal Origin

8.4. Intervention in Emotional Disorders

8.4.1. Difficulties in Emotional Development

8.5. Mistreatment and Abuse

8.5.1. Family Context

8.6. Attachment Disorders

8.6.1. The Atachment Figure

8.7. Intervention in Sensory Alterations

8.7.1. Sensory Disturbances

8.8. Attention Deficit and Hyperactivity Disorder

8.8.1. Comorbidity with Other Disorders

8.9. Minority Syndromes and Rare Diseases

8.9.1. Social Exclusions and Difficulties

8.10. Elaboration of Intervention Programs

8.10.1. Evaluation and Intervention Instruments

Module 9. Affective and Social Development

9.1. Introduction to the Study of Affective and Social Development

9.1.1. Introduction
9.1.2. Explanatory Theories
9.1.3. Classification of Social Development Studies

9.2. Beginning of Affective Relationships

9.2.1. Conditions Necessary for an Attachment to Form
9.2.2. Guidance for Parents to Improve Interaction with the Child with a Disability
9.2.3. The Formation of the First Attachment
9.2.4. Components of the Attachment Relationship
9.2.5. Evolution of Attachment During Childhood

9.3. Development and Evolution of Attachment in Infancy

9.3.1. Theories on Affective Development
9.3.2. Affective Development
9.3.3. Types of Attachment
9.3.4. Emotional development

9.4. Development of Attachment from Adolescence to Adulthood

9.4.1. Attachment in Adolescence
9.4.2. Attachment in Young Adults
9.4.3. Attachment in Middle-Aged and Older Adults
9.4.4. Differences in Attachment in Adulthood

9.5. Development of Personal Identity

9.5.1. The Development of the Self-Concept
9.5.2. Self-Esteem: the Evaluation Component of Self-Esteem
9.5.3. The Development of Self-Control
9.5.4. Who Am I Going to Be? Forging an Identity
9.5.5. The Other Side of Social Cognition: Getting to Know Others

9.6. Peer-to-Peer Relationships

9.6.1. Peers: A New Social Experience?
9.6.2. Sibling Relationships from 2 to 6 Years of Age
9.6.3. Social Interactions in Play, Aggressiveness and Prosociality.
9.6.4. Peer Relationships: Friendship
9.6.5. Children’s Groups and Dominance Hierarchies
9.6.6. The Determinants of Social Experience

9.7. Social Development in Adolescence

9.7.1. Model of Individual Change: Erikson’s Theory
9.7.2. Self-Concept and Self-Esteem
9.7.3. Family Relationships
9.7.4. Relationships with Peers

9.8. Moral Development

9.8.1. What is Moral Development?
9.8.2. Moral Thinking
9.8.3. Moral Behavior
9.8.4. Moral Sentiments
9.8.5. Moral Education
9.8.6. Values, Religion and Sects

9.9. Early Promotion of Emotional Development

9.9.1. Factors that Determine Parental Performance
9.9.2. Intervention Models
9.9.3. Educational Criteria for Parents

9.10. Intervention in Social Development

9.10.1. Family Education and Social Competence
9.10.2. Assessment of Social Competence in Young Children
9.10.3. Development of Social Competence in the Early Childhood School
9.10.4. Procedures for Developing Social Competence in Early Childhood Schools
9.10.5. Prevention of Antisocial Behavior

Module 10. Behavior Modification Techniques

10.1. Introduction: What is Behavior Modification?

10.1.1. Delimitation of Behavior Modification
10.1.2. Brief Historical Development of Behavior Modification
10.1.3. Basic Assumptions of Behavior Modification
10.1.4. Fundamental Currents of Behavior Modification

10.2. Behavioral Assessment

10.2.1. Introduction
10.2.2. Define Behavior
10.2.3. Record of Behavior
10.2.4. Behavioral Analysis

10.3. Learning Principles applied to Behavior Modification

10.3.1. Introduction
10.3.2. Definition of Reinforcement and Punishment
10.3.3. Types of Reinforcers
10.3.4. The Principle of Premack
10.3.5. Choice of Reinforcers
10.3.6. Enhancer Applications
10.3.7. Reinforcement Programs

10.4. Contingency Control (I): Procedures for Developing and Maintaining Behavioral Behaviors

10.4.1. Simple Contingency Techniques (Reinforcement, Shaping, Chaining and Fading)
10.4.2. Organized Contingency Systems (Behavioral Contracts, Token Economy)
10.4.3. Modeling and Social Skills Training

10.5. Contingency Control (II): Procedures to Reduce Behaviors

10.5.1. Extinction
10.5.2. Differential Reinforcement
10.5.3. Stimulus Control.
10.5.4. Cost of Response
10.5.5. Time Off
10.5.6. Saciation
10.5.7. Overcorrection
10.5.8. Positive Punishment
10.5.9. Covert Techniques
10.5.10. Aversive Techniques

10.6. Muscle Relaxation and Abdominal Breathing

10.6.1. Introduction: Framework of the Techniques
10.6.2. Progressive Muscular Relaxation
10.6.3. Abdominal Breathing

10.7. Systematic Desensitization and its Variants

10.7.1. Systematic Desensitization
10.7.2. Live Desensitization
10.7.3. Desensitization as a Control Technique

10.8. Exposure Techniques

10.8.1. Exposure Procedures
10.8.2. Variants and Variables Involved in Exposure
10.8.3. Conclusions

10.9. Stress Inoculation and Other Coping Techniques

10.9.1. Introduction
10.9.2. Stress Inoculation Procedure
10.9.3. Conclusions

10.10. The Acceptance and Commitment Therapy Approach

10.10.1. Introduction
10.10.2. Philosophical and Theoretical Presuppositions
10.10.3. Elements of Therapy
10.10.4. Therapy Phases
10.10.5. Clinical Applications and Assessment

You will implement inclusive strategies that promote equal opportunities and the active participation of all individuals, including those with special needs”