Contribute to the education of students with neurodevelopmental disorders and be a fundamental pillar in the process of understanding and reasoning for the needs of their future"

Intellectual disabilities pose a very demanding challenge for the teachers, since they will have to deal with special cases of students with different cognitive disorders. Thus, it is important to know the latest updates in the sector in order to address various cases and bring them to their maximum academic demand.

Faced with this need, TECH has designed this Postgraduate diploma, where you will delve into the latest methodologies and techniques of education in the classroom for special cases. In this way, it will delve into those disorders that affect neurodevelopment, such as attention deficit or hyperactivity.

Finally, the teachers will be able to delve into those relevant aspects that allow them to strengthen the students' disabilities. Likewise, they will be able to implement new educational models in their daily practice, which will seek to strengthen the skills of students diagnosed with cognitive disabilities.

To this extent, the program becomes an important source of information, which aims to provide a complete training through an innovative 100% online format, nourished by audiovisual material, self-knowledge exercises and complementary readings. This will allow the teachers to review the syllabus as many times as they wish, as well as to go deeper into those aspects that catch their attention.

Implement to your daily praxis the new updates in the educational field and contribute to the strengthening of the cognitive abilities of the special student"

This Postgraduate diploma in Intellectual Disability, Attention Deficit and Hyperactivity Disorder  contains the most complete and up-to-date educational program on the market. The most important features include:

• The development of case studies presented by experts in Intellectual Disability, Attention Deficit and Hyperactivity Disorder
• The graphic, schematic and eminently practical contents with which it is conceived provide information and practice on those disciplines that are essential for professional practice
• Practical exercises where the self-assessment process can be carried out to improve learning
• Its special emphasis on innovative 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

Identify the main cognitive disorders that affect students and strengthen their academic abilities"

The program’s teaching staff includes professionals in the sector who contribute their work experience to this training program, as well as renowned specialists from leading societies and prestigious universities.

Its multimedia content, developed with the latest educational technology, will provide the professionals with situated and contextual learning, i.e., a simulated environment that will provide an immersive education programmed to learn in real situations.

The design of this program focuses on Problem-Based Learning, by means of which the professionals must try to solve the different professional practice situations that are presented throughout the academic course. For this purpose, the students will be assisted by an innovative interactive video system created by renowned experts.

Update your knowledge to face the professional challenges of the future, so you will need to know the newest and most recent educational techniques and methodologies"

You will have at your disposal a compendium of valuable information, accompanied by audiovisual material, practical exercises and complementary readings”

The syllabus of this program has been designed by TECH under a strict protocol of academic excellence that seeks to provide relevant and updated information of the professional sector. To this extent, we have selected topics of interest focused on intellectual disability and cognitive disorders, so that the professionals will deepen in those relevant aspects of the field. This is a program full of audiovisual material, complementary exercises and critical readings, which will take your skills to the next level.

Expertly created syllabus and quality content are the key to leading you to career success"

Module 1. History and Evolution of Terms up to Functional Diversity

1.1. Special Education Prehistory

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

1.3. Modern Age: from the 16th to the 18th Centuries

1.3.1. Definition of Historical Period
1.3.2. Contributions Made by Ponce de León, Juan Pablo Bonet and Lorenzo Hervas to Teaching the Hearing Impaired
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. Mental Impairment Treatment: Contributions of Pinel, Itard, Among Others

1.4. 19th Century

1.4.1. Definition of Historical Period
1.4.2. First Special Education Classrooms
1.4.3. First Parent-Student Associations in Special Education
1.4.4. The Start of Studying Intelligence: Measuring IQ
1.4.5. Louis Braille's Contributions to the Teaching of Visually Impaired People
1.4.6. Writing in Braille
1.4.7. Reading in Braille
1.4.8. Anne Sullivan's Contributions to the Education of Persons with Deafblindness
1.4.9. Alexander Graha Bell’s Contributions to Acoustics

1.5. 20th Century

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

1.6. The Contributions from the World Wars

1.6.1. World Wars: Historical Periods
1.6.2. Schools in Times of Crisis
1.6.3. Operation T 4
1.6.4. Schools under Nazism
1.6.5. Schools in Ghettos and Concentration Camps: Work and Extermination
1.6.6. The Start of Schools in the Kibbutz
1.6.7. Concepts in Education vs. Rehabilitation
1.6.8. Developing Tools and Materials to Improve Everyday Life
1.6.9. Using the White Cane
1.6.10. Using Technology to Improve the Life of Injured Soldiers

1.7. 21st Century Perspectives

1.7.1. 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 Responsibilities of Functionally Diverse Individuals
1.7.6. Knowledge on How the Nervous System Functions
1.7.7. New Contributions in Neurology
1.7.8. Using ICT in Schools
1.7.9. Home Automation in Schools
1.7.10. Multiprofessional Coordination

1.8. UNESCO Approaches

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

1.9. Classification According to Diagnosis

1.9.1. Responsible Bodies in the Preparation of Classifications
1.9.2. Definition of CIE- 10
1.9.3. Definition of DSM V
1.9.4. The Need to Use Both Classifications
1.9.5. Implications for Teachers Specialized in Therapeutic Pedagogy
1.9.6. Coordination with Other School Professionals According to these Classifications
1.9.7. Using Language and Vocabulary Adjusted to These Classifications
1.9.8. School Documents That Reference These Classifications
1.9.9. Drafting Student Follow-up Reports
1.9.10. Drafting Multiprofessional Coordination Reports

1.10. Basic Concepts in Psychopedagogy

1.10.1. The Need for Psychopedagogy Intervention in Schools
1.10.2. Psychology Concepts in Schools
1.10.3. Pedagogy and Education Sciences Concepts in Schools
1.10.4. Relation between Psychology and Pedagogy Concepts in Schools
1.10.5. School Documents Based on Psychology and Pedagogy
1.10.6. Establishing Parallels between School Stages, Psycho-evolutionary Development Stages and Special Needs Education
1.10.7. Elaborating Therapeutic Pedagogy Teacher Information to Facilitate the Intervention of Other Professionals in Schools
1.10.8. Professional Relationships and Organizational Chart in Schools Based on Psychology and Pedagogy
1.10.9. Drafting Multiprofessional Coordination Reports
1.10.10. Other Documents

Module 2. Neurodevelopmental Disorders: Intellectual Disability

2.1. Intellectual Disability and the Cognitive System

2.1.1. Definition of Intellectual Disability
2.1.2. Historical Approaches
2.1.3. Current Interpretation
2.1.4. Cognitive Functions
2.1.5. Importance of the Cognitive System
2.1.6. Cognitive System Disorders
2.1.7. Definition of the Cognitive System
2.1.8. Parts in the Cognitive System
2.1.9. Functions of the Cognitive System
2.1.10. Importance of the Cognitive System

2.2. Variables in Development

2.2.1. Importance of Variables in Development
2.2.2. Personal Variables: Grade
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
2.2.7. Contextual Variables: Education
2.2.8. Intellectual Disability Dimensions
2.2.9. Adaptive Skills According to the Intellectual Disability Criteria

2.3. Differential Aspects in Intellectual Disability

2.3.1. Introduction to Differential Aspects
2.3.2. Cognitive Development
2.3.3. Language and Communication
2.3.4. Affective-Emotional and Social Dimension
2.3.5. Psychomotor Dimension
2.3.6. Specifying Special Educational Needs in Students with Intellectual Disabilities

2.4. Multiprofessional Coordination

2.4.1. Definition of Multiprofessional Coordination
2.4.2. The Need for Multiprofessional Coordination
2.4.3. Family as the Core of Multiprofessional Coordination
2.4.4. Diagnosing Disorders
2.4.5. Education Center Professionals: Coordination
2.4.6. Education Center External Professionals: Coordination
2.4.7. Coordination between Internal and External Professionals
2.4.8. The Therapeutic Pedagogy Specialist as Liaison between Professionals
2.4.9. Students and Families

2.5. Identifying Special Educational Needs in Students with Intellectual Disabilities: Psycho-Pedagogic Assessment

2.5.1. Disorder Diagnosis Documentation
2.5.2. Disorder Revisions and Follow-up
2.5.3. Physiotherapist Documentation
2.5.4. Disorder Revisions and Follow-up by Physiotherapists
2.5.5. Orthotist Documentation
2.5.6. Disorder Revisions and Follow-up by Orthotists
2.5.7. School Documentation
2.5.8. Psychopedagogic Evaluation to Determine Student Needs in the Classroom
2.5.9. Elaborating Individual Curricular Adaptation Documents
2.5.10. Individual Curricular Adaptation Document Follow-up

2.6. Curricular Adaptations for Students with Intellectual Disability

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

2.7. Organizing Educational Responses to Students with Intellectual Disabilities
2.8. Family Participation in Cases of Intellectually Disabled Individuals
2.9. Social Inclusion of Intellectually Disabled Individuals
2.10. Support and Resources for Intellectually Disabled Individuals

Module 3. Neurodevelopmental Disorders: Attention Deficit Disorder / Hyperactivity Disorder

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

3.1.1. Definition of SLD
3.1.2. Symptoms
3.1.3. Types of Treatment
3.1.4. Definition of ADHD
3.1.5. Diagnosing ADHD
3.1.6. When Is the Right Time for Correct Diagnosis?
3.1.7. Diagnostic Criteria for ADHD
3.1.8. Differences between ADD and ADHD
3.1.9. Causes

3.2. ADHD Positive Diagnosis

3.2.1. Process to Obtain a Correct Diagnisis
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. Using Drugs
3.2.8. Unfavorable Environments
3.2.9. Rebound Effect
3.2.10. Issues in the Face of a New Diagnosis

3.3. Gradual Emergence of ADD and ADHD in Current Society: What These Disorder Are and What They Are 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. Do These Disorders Really Exist?
3.3.5. What ADD and ADHD Are Not
3.3.6. Are They Inherited?
3.3.7. Can They Be Cured?
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 Developmental Stages

3.5.1. Executive Control
3.5.2. How Does It Manifest in Academic Performance?
3.5.3. How Does It Manifest in Behavior?
3.5.4. What Type of ADHD Children May We Find in the Classroom?
3.5.5. ADD and ADHD in Boys
3.5.6. ADD and ADHD in Girls
3.5.7. ADD and ADHD in Teenagers
3.5.8. ADD and ADHD in Adults

3.6. Educational Intervention According to Developmental Stage

3.6.1. Educational Intervention in Early Childhood (3 to 6 Years of Age)
3.6.2. Educational Intervention in Childhood (6 to 12 Years of Age)
3.6.3. Educational Intervention in Adolescence (12 to 20 Years of Age)
3.6.4. Educational Intervention in Adulthood (20 to 40 Years of Age)
3.6.5. Working on Student Self-esteem
3.6.6. How to Manage Distractions
3.6.7. Reinforcing Positive Behaviors and Their Importance for Students
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 Psychopedagogic 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. Alternative Treatment Intervention

3.8. ADD and ADHD in the Family

3.8.1. Main Family Fears
3.8.2. Teacher-Parent Communication
3.8.3. Family Emotional Intelligence
3.8.4. First Teacher-Parent Meeting
3.8.5. Decalogue of Family Actions
3.8.6. Living Together
3.8.7. Family Schools
3.8.8. Intervention within the Family Nucleus: Functional Education Models
3.8.9. Inductive Support Model or Inductive Discipline

3.9. Study Techniques Adapted Tools and Supplies

3.9.1. Classroom Adaptations and Strategies
3.9.2. Strategies to Improve Reading Skills
3.9.3. Strategies to Improve Writing Skills
3.9.4. Strategies to Improve Calculation Skills
3.9.5. Strategies to Improve Organization Skills
3.9.6. Strategies to Improve Reflection Skills
3.9.7. Strategies to Improve Motivation and Emotional State
3.9.8. Strategies to Improve Behavior
3.9.9. Other Materials

3.10. Types of Classroom Assessments

3.10.1. Assessment and Exam Recommendations
3.10.2. General Measures in Assessing ADD and ADHD Students
3.10.3. Supervision Measures in Assessment
3.10.4. Assessment Procedures
3.10.5. Learning Assessment
3.10.6. Assessment Guidelines
3.10.7. Assessment Alternatives
3.10.8. Teach Students How to Prepare for Exams

A custom-designed program, with this you will stand out in the professional field after acquiring new knowledge in Special Education"