This Postgraduate certificate in Inclusive Education Strategies will generate a sense of security in the performance of your profession, which will help you grow personally and professionally”

Goleman (1995) defines emotional intelligence as "the ability to recognize our own feelings and those of others, to motivate ourselves and to adequately manage relationships" The author stresses two fundamental aspects: the capacity for self-reflection, identifying and regulating one's own emotions, and secondly, the ability to recognize emotions and feelings in others.

Without emotion there is no learning. Without emotion there is no coherent or assembled thinking, without emotion there is no sound decision making, as stated by Professor Francisco Mora (2018). Teachers have to know how the brain works and how they have to manage their own emotions and those of their students. 

Educating in emotions is key to favor learning, says Begoña Ibarrola (2016). There are emotions that favor the learning process and others that hinder or even block it. In order to learn, it is necessary to develop basic cognitive processes that, due to anxiety or frustration, can interfere with learning. Addressing emotional education at all educational stages is no longer a challenge but a necessity.

Damasio (2004) considers emotions as an integral part of the rational, logical process in decision making and in carrying out an action.  According to Rafael Bisquerra (2019), the practice of emotional education involves designing programs based on a theoretical framework, which, in order to put them into practice, must be carried out by properly prepared teachers. For Juan Vaello (2019), if students and teachers were emotionally competent, classrooms would be safe spaces, of exquisite coexistence and constant learning. In this sense, says the author, the attitude with which each teachers faces their work is an essential component of the situation.

Teaching is not the same as learning and for 21st century students, within a modern and constantly evolving educational paradigm, to be able to manage and share their educational experiences, educational programs and training for teachers are needed in which Socioemotional Education and the Development of both professional and personal skills are well developed, as we present in this Postgraduate certificate.

Update your knowledge through the Postgraduate certificate in Inclusive Education Strategies”

This Postgraduate certificate in Inclusive Education Strategies contains the most complete and up-to-date educational program on the market. The most important features include: 

• Development of practical cases presented by experts in Emotional Intelligence. 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
• News on advances in Neuroeducation and Neuroemotion
• It contains practical exercises where the self-evaluation process can be carried out to improve learning
• With special emphasis on innovative methodologies in the teaching and learning process
• All this will be complemented by theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

This Postgraduate certificate can be the best investment you can make in the selection of an update program for two reasons: in addition to updating your knowledge in Inclusive Education Strategies, you will get a certificate from TECH Global University”

Its teaching staff includes professionals belonging to the field of teaching and pedagogy, who bring to this training the experience of their work, in addition to recognized specialists belonging to prestigious reference societies and universities.

Thanks to its multimedia content developed with the latest educational technology, they will allow the professionals a situated and contextual learning, that is to say, a simulated environment that will provide an immersive learning programmed to prepare in real situations.

The design of this program is based on Problem-Based Learning, by means of which the student must try to solve the different situations of professional practice that arise throughout the Postgraduate certificate. For this, the students will have the help of a novel interactive video system made by renowned experts in the field of Inclusive Education Strategies with great teaching experience.

Increase your decision-making confidence by updating your knowledge through this course"

Take the opportunity to know the latest advances in Inclusive Education Strategies and improve the attention to your students"

The structure of the contents has been designed by a team of professionals from the best educational institutions and universities in the country, who are aware of the relevance of up-to-date, innovative education and are committed to quality teaching using new educational technologies.

This Postgraduate certificate in Inclusive Education Strategies, contains the most complete and updated scientific program in the market”

Module 1. Emotional development and intelligence

1.1. What is Emotional Intelligence?

1.1.1. Introduction
1.1.2. History of emotional intelligence
1.1.3. Why is emotional intelligence important?

1.1.3.1. Management of happiness

1.1.4. What are Emotions?

1.1.4.1. Types of emotions

1.1.5. Emotional strategies and skills
1.1.6. Emotional understanding

1.1.6.1. Empathy
1.1.6.2. Assertiveness
1.1.6.3. Resilience

1.1.7. Intelligence

1.1.7.1. Academic Intelligence
1.1.7.2. Social Intelligence
1.1.7.3. Emotional Intelligence

1.1.8. Models of emotional intelligence

1.1.8.1. Mixed Models
1.1.8.2. Role Models
1.1.8.3. Other Models

1.1.9. Evaluation of Emotional Intelligence
1.1.10. Conclusions

1.2. Elements of emotional intelligence (I)

1.2.1. Introduction
1.2.2. What is Motivation?
1.2.3. Types of Motivation

1.2.3.1. Primary motivation

1.2.3.1.1. Hunger
1.2.3.1.2. Thirst
1.2.3.1.3. Sleep
1.2.3.1.4. Sex

1.2.3.2. Secondary motivation

1.2.3.2.1. Needs
1.2.3.2.2. Achievements
1.2.3.2.3. Power

1.2.4. Motivation and school environment
1.2.5. Empathy

1.2.5.1. Characteristics of the people who possess it
1.2.5.2. Degree of empathy

1.2.6. Empathy in the classroom

1.2.6.1. Attitudes of the empathetic teacher

1.2.7. Empathy and Brain

1.2.7.1. Disorders
1.2.7.2. Neural bases of empathy

1.2.8. Violence, opposite face of empathy
1.2.9. Perception

1.2.9.1. The Senses
1.2.9.2. Perception and Reality

1.2.10. Conclusions

1.3. Elements of emotional intelligence (II)

1.3.1. Introduction
1.3.2. Self-regulation

1.3.2.1. Biology of emotional self-regulation
1.3.2.2. Elements that influence self-regulation
1.3.2.3. Disorders and injuries

1.3.3. Self-regulation and learning processes in the classroom
1.3.4. Self-consciousness

1.3.4.1. Features
1.3.4.2. Introspection

1.3.5. Social skill
1.3.6. Administration of relations

1.3.6.1. Leadership
1.3.6.2. Influence

1.3.7. Assertiveness
1.3.8. Self-Confidence
1.3.9. Adaptability
1.3.10. Conclusions

1.4. Emotional intelligence in the company

1.4.1. Introduction
1.4.2. Importance of emotional intelligence in the company
1.4.3. Emotionally intelligent manager
1.4.4. Leadership
1.4.5. Teamwork and collaboration
1.4.6. Conflict management
1.4.7. Development of others
1.4.8. Work performance
1.4.9. Work performance
1.4.10. Conclusions

1.5. Brain and emotions

1.5.1. Introduction
1.5.2. Neuroeducation

1.5.2.1. Basis and Foundations
1.5.2.2. Neuroeducation in the classroom

1.5.3. Emotional brain or limbic system

1.5.3.1. Where emotions are produced
1.5.3.2. Fear
1.5.3.3. Joy

1.5.4. Neurotransmitters

1.5.4.1. Acetylcholine
1.5.4.2. The norepinephrine and the epinephrine
1.5.4.3. Dopamine
1.5.4.4. Glutamate
1.5.4.5. Serotonin
1.5.4.6. Endorphin

1.5.5. Reward circuit
1.5.6. Components of the emotion

1.5.6.1. Physiology of the emotion
1.5.6.2. Expression of the emotion

1.5.7. Fear
1.5.8. Anger
1.5.9. Happiness
1.5.10. Conclusions

1.6. Attitudes of people with emotional intelligence

1.6.1. Introduction
1.6.2. What are skills?

1.6.2.1. Positive attitude
1.6.2.2. Negative attitude

1.6.3. Social attitudes
1.6.4. Promote positive attitude in school

1.6.4.1. Positive attitudes in class
1.6.4.2. Attitude of change and participation
1.6.4.3. Strategies

1.6.5. Attitudes in emotional intelligence
1.6.6. Values, virtues and attitudes in school
1.6.7. Tools for assessing attitudes

1.6.7.1. Attitude scale
1.6.7.2. Anecdotal record
1.6.7.3. Checklist
1.6.7.4. Scale of assessment

1.6.8. Attitude on the job
1.6.9. Attitude and conduct
1.6.10. Conclusions

1.7. Emotional intelligence in children, adults and in old age

1.7.1. Introduction
1.7.2. Emotional Intelligence in babies 0 to 12 months

1.7.2.1. Strategies to develop your emotional intelligence
1.7.2.2. Benefits

1.7.3. Emotional intelligence in children

1.7.3.1. Benefits

1.7.4. Help build emotional intelligence in children

1.7.4.1. Work on the empathy
1.7.4.2. Naming your emotions
1.7.4.3. Work on social skills
1.7.4.4. Communicate with the child
1.7.4.5. Give importance to teamwork
1.7.4.6. Work the motivation

1.7.5. Emotional intelligence in adolescence

1.7.5.1. Benefits
1.7.5.2. Elements to work on

1.7.6. Emotional intelligence in adults

1.7.6.1. High levels of emotional intelligence
1.7.6.2. Low levels of emotional intelligence

1.7.7. Emotional intelligence and aging

1.7.7.1. Benefits
1.7.7.2. How to develop it

1.7.8. Cognitive stimulation and emotional intelligence in the elderly
1.7.9. Emotional intelligence and gender

1.7.9.1. Emotional intelligence in man
1.7.9.2. Emotional intelligence in women
1.7.9.3. Conclusions

1.7.10. Conclusions

1.8. Physical and mental health in emotional intelligence

1.8.1. Introduction
1.8.2. Emotional Health

1.8.2.1. Resilience
1.8.2.2. Exercise

1.8.3. Emotional intelligence and physical health
1.8.4. Sport and emotional intelligence
1.8.5. Anxiety and emotional intelligence
1.8.6. Depression and emotional intelligence
1.8.7. Personality disorders and emotional intelligence
1.8.8. Importance of emotional intelligence in tobacco and alcohol consumption

1.8.8.1. Tobacco
1.8.8.2. Alcohol

1.8.9. Functional diversity and emotional intelligence

1.8.9.1. Emotional education programs
1.8.9.2. Benefits
1.8.9.3. Emotional intelligence of parents with children with functional diversity

1.8.10. Conclusions

1.9. Emotional Intelligence in the Classroom

1.9.1. Introduction
1.9.2. Importance of emotional education in the classroom

1.9.2.1. Benefits

1.9.3. Classroom management in emotional education
1.9.4. The emotionally competent teacher

1.9.4.1. The role of the master
1.9.4.2. Methodology

1.9.5. The emotionally competent student
1.9.6. Emotional intelligence in the classroom with preschoolers

1.9.6.1. Emotional Skills
1.9.6.2. Benefits

1.9.7. Emotional intelligence in the classroom with elementary school children

1.9.7.1. Emotional Skills
1.9.7.2. Benefits

1.9.8. Emotional intelligence in the classroom with adolescent children

1.9.8.1. Emotional Skills
1.9.8.2. Benefits

1.9.9. How to work emotions in class?

1.9.9.1. Games to work emotions in class

1.9.9.1.1. The box of emotions
1.9.9.1.2. The Dictionaries of Emotions
1.9.9.1.3. The jar of good news

1.9.9.2. Resources, Strategies and Cards

1.9.10. Conclusions

1.10. Vipassana meditation

1.10.1. Introduction
1.10.2. Brief history of meditation
1.10.3. Why do we meditate?

1.10.3.1. Benefits of the meditation
1.10.3.2. Problems of the meditation

1.10.4. Fundamentals of vipassana meditation
1.10.5. Full attention
1.10.6. Meditation as a resource in the classroom
1.10.7. Meditation and brain

1.10.7.1. Effects of meditation on the brain

1.10.8. How to practice Vipassana meditation
1.10.9. Meditation and stress
1.10.10. Conclusions

Module 2. Inclusive education of the emotional and essential

2.1. Types of schools

2.1.1. Introduction

2.1.1.1. Education and its importance

2.1.1.1.1. Education
2.1.1.1.2. Importance of education in the 21st century

2.1.2. Culture

2.1.2.1. Definition
2.1.2.2. The culture and the school

2.1.3. Educational system

2.1.3.1. What it is
2.1.3.2. Meaning
2.1.3.3. Concept

2.1.4. The school and the role of the teacher
2.1.5. The school and society
2.1.6. The school and the family

2.1.6.1. Definition
2.1.6.2. Family Involvement in the School

2.1.7. Selective school
2.1.8. Inclusive School
2.1.9. Integrative school
2.1.10. Conclusions

2.2. Definition and challenges of inclusive education

2.2.1. Definition
2.2.2. Integrative school

2.2.2.1. Definition
2.2.2.2. From Integration to Inclusion

2.2.3. Human rights and inclusive education

2.2.3.1. Principles of the rights of the child
2.2.3.2. Principles of Inclusive Education

2.2.4. Challenges of Inclusive Education
2.2.5. Transforming special education into inclusive education
2.2.6. Inclusive classrooms

2.2.6.1. Features
2.2.6.2. Objectives

2.2.7. Family participation in inclusive education

2.2.7.1. Why is family participation important in inclusive education?
2.2.7.2. Actions of family action

2.2.8. Teacher in inclusive education

2.2.8.1. Training for educational inclusion
2.2.8.2. Meet the student

2.2.9. Emotional intelligence and inclusive education

2.2.9.1. Definition and Objectives

2.2.10. Conclusions

2.3. Inclusive Education

2.3.1. Definition
2.3.2. What is inclusive education?
2.3.3. Objectives of Inclusive Education
2.3.4. Characteristics of inclusive education
2.3.5. Shift from special education to inclusive education

2.3.5.1. Definition
2.3.5.2. Special education centres
2.3.5.3. Specific classrooms

2.3.6. Children in situations of marginalization

2.3.6.1. Gypsy children
2.3.6.2. Street kids
2.3.6.3. Working children
2.3.6.4. Students with disabilities
2.3.6.5. Indigenous people
2.3.6.6. Students from rural populations

2.3.7. The child with functional diversity

2.3.7.1. Definition
2.3.7.2. Types

2.3.8. Technology for inclusive education

2.3.8.1. Definition
2.3.8.2. Features that technology must meet

2.3.8.2.1. Ethics
2.3.8.2.2. Focused on the child
2.3.8.2.3. Participatory
2.3.8.2.4. Adaptability
2.3.8.2.5. Interoperability
2.3.8.2.6. Affordable
2.3.8.2.7. Sustainable
2.3.8.2.8. Self-confidence

2.3.9. Curriculum in inclusive education

2.3.9.1. Definition
2.3.9.2. Features

2.3.10. Conclusions

2.4. Obstacles to inclusive education

2.4.1. Introduction
2.4.2. Exclusion

2.4.2.1. Definition
2.4.2.2. Educational Exclusion

2.4.3. Segregation

2.4.3.1. Definition

2.4.4. Physical Barriers

2.4.4.1. Definition
2.4.4.2. Accessibility in the buildings

2.4.5. Cultural barriers

2.4.5.1. Definition
2.4.5.2. Attitudes

2.4.6. Policies
2.4.7. Socio-economic barriers
2.4.8. Didactic Barriers
2.4.9. Teacher training in inclusive schools
2.4.10. Conclusions

2.5. Helping a student learn has to do with understanding what their emotional state is like

2.5.1. Introduction
2.5.2. Learn

2.5.2.1. Definition
2.5.2.2. Imitation
2.5.2.3. Types of Learning

2.5.2.3.1. By discovery
2.5.2.3.2. Receptive
2.5.2.3.3. Significant
2.5.2.3.4. Repetitive

2.5.3. Learning and development

2.5.3.1. Jean Piaget
2.5.3.2. Lev S. Vygotski

2.5.4. Emotions and Moods

2.5.4.1. Emotions
2.5.4.2. State of Mind

2.5.5. Importance of emotional education in the classroom

2.5.5.1. Definition
2.5.5.2. Objectives of emotional education

2.5.6. How do emotions influence learning?

2.5.6.1. Definition
2.5.6.2. Memory

2.5.6.2.1. Short-Term Memory
2.5.6.2.2. Working Memory
2.5.6.2.3. Long-Term Memory

2.5.6.3. Conclusions

2.5.7. Emotional self-regulation

2.5.7.1. Definition
2.5.7.2. Features

2.5.8. Disorders due to poor emotional regulation

2.5.8.1. Definition
2.5.8.2. Emotional dysregulation
2.5.8.3. Emotional Disorders

2.5.9. Emotional regulation and neuroscience

2.5.9.1. Limbic System
2.5.9.2. Prefrontal Cortex

2.5.10. Conclusions

2.6. Emotional intelligence as an educational strategy

2.6.1. Introduction
2.6.2. Benefits of applying emotional intelligence in the classroom

2.6.2.1. Definition
2.6.2.2. Emotionally intelligent teacher
2.6.2.3. Emotionally intelligent Students

2.6.3. Motivation in the Classroom

2.6.3.1. Introduction
2.6.3.2. Expectations of achievement
2.6.3.3. Learned helplessness
2.6.3.4. The causal attribution
2.6.3.5. The "Pygmalion Effect"

2.6.4. Distinguish our emotions

2.6.4.1. Introduction
2.6.4.2. Negative emotions
2.6.4.3. Positive emotions

2.6.5. Skills to regulate our emotional states

2.6.5.1. Introduction
2.6.5.2. Relaxation
2.6.5.3. Other skills

2.6.6. Self-esteem

2.6.6.1. Definition
2.6.6.2. Games
2.6.6.3. Strategies

2.6.7. Empathy in the classroom

2.6.7.1. Emotional empathy
2.6.7.2. Cognitive empathy

2.6.8. Assertiveness in the classroom

2.6.8.1. Definition
2.6.8.2. Bullying and Assertiveness

2.6.9. Emotionally intelligent communication in class

2.6.9.1. Definition
2.6.9.2. Active Listening
2.6.9.3. Verbal Communication
2.6.9.4. Non-Verbal Communication

2.6.10. Conclusions

2.7. Attention to motor diversity

2.7.1. Introduction
2.7.2. Motor Disability

2.7.2.1. Definition
2.7.2.2. Levels
2.7.2.3. Types

2.7.3. School and motor diversity

2.7.3.1. Introduction
2.7.3.2. Removal of architectural barriers
2.7.3.3. The ability of autonomy

2.7.4. Access and stay resources in the center for children with motor diversity

2.7.4.1. Access to the center
2.7.4.2. Patio and classrooms
2.7.4.3. Furniture

2.7.5. Educational material for children with motor diversity

2.7.5.1. Definition
2.7.5.2. Components
2.7.5.3. Communicators

2.7.6. Educational Intervention

2.7.6.1. Definition
2.7.6.2. Curricular Adaptation
2.7.6.3. Teacher training

2.7.7. Family and motor diversity

2.7.7.1. Importance
2.7.7.2. Collaboration

2.7.8. Socio-emotional development of children with motor diversity

2.7.8.1. Definition
2.7.8.2. Attachment
2.7.8.3. Personal Relationships

2.7.9. Self-esteem and personal identity

2.7.9.1. Self-esteem
2.7.9.2. Personal Identity

2.7.10. Conclusions

2.8. Attention to hearing diversity

2.8.1. Introduction
2.8.2. Types of hearing loss
2.8.3. Development of oral language

2.8.3.1. Lip-facial reading
2.8.3.2. Word supplemented
2.8.3.3. The dactyogical alphabet
2.8.3.4. Bimodal Communication

2.8.4. Educational Environment

2.8.4.1. Introduction
2.8.4.2. Monolingual approach
2.8.4.3. Bilingual approach

2.8.5. Assistive technology

2.8.5.1. Implantable
2.8.5.2. Non-implantable

2.8.6. The family in the emotional development of the child with hearing diversity

2.8.6.1. Introduction
2.8.6.2. Deaf parents
2.8.6.3. Hearing parents

2.8.7. The school and the child with hearing diversity

2.8.7.1. School for deaf children

2.8.7.1.1. Advantages
2.8.7.1.2. Disadvantages

2.8.7.2. School Inclusion

2.8.7.2.1. The atmosphere of the classroom
2.8.7.2.2. Hearing aids
2.8.7.2.3. Teacher guidelines

2.8.8. Difficulties that may arise in the social development of the child with hearing diversity

2.8.8.1. Introduction
2.8.8.2. Impulse Control
2.8.8.3. Self-esteem

2.8.9. Theory of Mind

2.8.9.1. Introduction
2.8.9.2. Development of the theory of the mind in the child with hearing diversity

2.8.10. Conclusions

2.9. Attention to visual diversity

2.9.1. Introduction
2.9.2. The visual functional diversity

2.9.2.1. Introduction
2.9.2.2. Some alterations to consider visual function

2.9.3. Classification of vision loss

2.9.3.1. Blindness
2.9.3.2. Low vision
2.9.3.3. Legal blindness
2.9.3.4. Considerations of the WHO

2.9.4. Educational inclusion of the child with visual diversity

2.9.4.1. Introduction
2.9.4.2. Professionals involved

2.9.4.2.1. Social worker
2.9.4.2.2. Teacher
2.9.4.2.3. Ophthalmologist
2.9.4.2.4. Optical-optometrist
2.9.4.2.5. Rehabilitation technician
2.9.4.2.6. Instructor of Typlotechnology and Braille
2.9.4.2.7. Guidance counselor

2.9.4.3. Curricular Adaptation

2.9.5. Braille

2.9.5.1. Introduction
2.9.5.2. Objective
2.9.5.3. Function

2.9.6. Support products for the child with visual diversity

2.9.6.1. The Typlotechnology
2.9.6.2. Optical, electronic and ergonomic aids

2.9.7. The family and the child with visual functional diversity

2.9.7.1. Importance of early intervention

2.9.8. Importance of visual impairment in learning

2.9.8.1. Introduction
2.9.8.2. Imitation
2.9.8.3. Verbalism
2.9.8.4. Auditory Perception
2.9.8.5. Haptic system

2.9.9. Social Abilities

2.9.9.1. Introduction
2.9.9.2. Strategies
2.9.9.3. Resolution of interpersonal problems
2.9.10. Conclusions

2.10. Attention to diversity in students with learning difficulties

2.10.1. Introduction
2.10.2. Students with learning difficulties

2.10.2.1. Definition
2.10.2.2. Features

2.10.3. Dysgraphia

2.10.3.1. Definition
2.10.3.2. Types
2.10.3.3. Consequences on the learning

2.10.4. Dyslexia

2.10.4.1. Definition
2.10.4.2. Types
2.10.4.3. Consequences on the learning

2.10.5. Aphasia

2.10.5.1. Definition
2.10.5.2. Types
2.10.5.3. Consequences on the learning

2.10.6. Dyscalculia

2.10.6.1. Definition
2.10.6.2. Types
2.10.6.3. Consequences on the learning

2.10.7. Techniques to help students with learning difficulties

2.10.7.1. Differentiated instruction
2.10.7.2. Argument by couples
2.10.7.3. Scaffolding
2.10.7.4. Incomplete story
2.10.7.5. Graphic organization
2.10.7.6. Mnemonics
2.10.7.7. Modeling
2.10.7.8. Multisensory training

2.10.8. The teacher and the child with learning difficulties

2.10.8.1. Definition and principles
2.10.8.2. Diversified education
2.10.8.3. Teaching practices

2.10.8.3.1. Inverted Classroom
2.10.8.3.2. The method of the case
2.10.8.3.3. Self-learning
2.10.8.3.4. Games

2.10.9. The family and the child with learning difficulties
2.10.10. Conclusions

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