A comprehensive and 100% online program, exclusive to TECH, with an international perspective backed by our membership in the Association for Teacher Education in Europe"

Learning difficulties represent one of the greatest challenges in the educational field, affecting the academic, emotional, and social development of thousands of students worldwide. According to UNESCO, approximately 15% of the student population has specific educational support needs, which demands professionals with advanced knowledge in inclusive methodologies. In this context, educators and education professionals require innovative tools to effectively identify, assess, and address these difficulties.

Therefore, TECH has developed this Master's Degree in the Management of Learning Difficulties and Attention to Diversity, an academic experience that delves into the neurobiological, psycho-pedagogical, and social factors that influence the learning process. Through a multidisciplinary approach, the program explores strategies for intervention in reading, writing, and mathematical reasoning difficulties, as well as in the school and social adaptation of students with special needs.

The syllabus has been developed by a team of experts in education, neuropsychology, and attention to diversity, who have integrated the most innovative methodologies in the field. By using digital tools and teaching strategies based on neuroeducation, this academic program offers a unique and highly specialized learning experience. Thanks to its 100% online methodology, graduates can access content from anywhere, without rigid schedules, and with materials always available. Additionally, this program incorporates the Relearning learning system, ensuring an effective and self-paced approach.

Furthermore, thanks to TECH's membership in the Association for Teacher Education in Europe (ATEE), professionals will have access to specialized academic journals and discounts on publications. They will also be able to attend webinars or conferences at no cost and receive linguistic support. Additionally, they will be included in the ATEE consultancy database, thereby expanding their professional network and gaining access to new opportunities.

You will implement key tools to address difficulties that influence the learning process, ensuring an educational intervention tailored to the needs of each student”

This Master's Degree in Management of Learning Difficulties and Attention to Diversity contains the most complete and up-to-date program on the market. Its most notable features are:

• The development of practical cases presented by experts in the Management of Learning Difficulties and Attention to Diversity
• 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 the self-assessment process can be carried out to improve learning
• Special emphasis on innovative methodologies in the Management of Learning Difficulties and Attention to Diversity
• 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

With TECH's didactic methodology, you will learn to transform data and pedagogical approaches into inclusive solutions, optimizing attention to diversity in the classroom”

The teaching faculty includes professionals from the field of Learning Difficulties Management and Attention to Diversity, who bring their real-world experience to this program, alongside recognized specialists from leading organizations 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.

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.

The innovative Relearning system will allow you to learn at your own pace, optimizing the assimilation of knowledge in neuroeducation and teaching strategies without external limitations"

You will apply psycho-pedagogical evaluation tools to make informed decisions in the management of learning difficulties and educational intervention strategies"

This Master's Degree in the Management of Learning Difficulties and Attention to Diversity provides educators and education professionals with in-depth knowledge of the causes, diagnosis, and approach to difficulties in reading, writing, and mathematics. Throughout the academic journey, students will analyze innovative theories and methodologies for educational intervention, understanding the impact of language and neurocognition in teaching. This will enable them to design inclusive and effective strategies, optimizing their teaching practice in diverse environments.

You will help students with disabilities develop academic skills that will allow them to reach their full potential”

Module 1. Theoretical and Methodological Foundations of Attention to Diversity and Learning Difficulties in Children

1.1. Introduction
1.2. Philosophical, Sociological, Psychological, and Pedagogical Foundations of Attention to Diversity and Learning Difficulties in Children

1.2.1. Basic Definitions

1.2.1.1. Psychology and its Foundations
1.2.1.2. Pedagogy and its Foundations
1.2.1.3. Educational Process
1.2.1.4. Teaching- Learning Process

1.2.2. Contributions of Psychology to Pedagogy as a Science

1.2.2.1. In the Theoretical Order
1.2.2.2. In the Methodological Order
1.2.2.3. In the Practical Order

1.2.3. Influence of Educational Psychology in Learning Difficulties

1.2.3.1. The Behavioral Perspective
1.2.3.2. The Cognitive Perspective (Psychic Functions and Processes)
1.2.3.3. Affective Perspective

1.3. Psychopedagogy as a Science to Tackle the Challenges of Diversity Education and the Care of Children with Learning Difficulties

1.3.1. Object of Study of Psychopedagogy
1.3.2. Categorical System of Psychopedagogy
1.3.3. Principles of Psychopedagogy
1.3.4. Challenges of Psychopedagogy in the 21st Century

1.4. Pscyhopedagogical Characterization of Children and Adolescents Who Attend the Different Levels of Education

1.4.1. Basic Definitions

1.4.1.1. Personality and Its Origins

1.4.1.1.1. Biological Factor
1.4.1.1.2. Innate Factor
1.4.1.1.3. Hereditary Factor
1.4.1.1.4. Genetic Factor

1.4.1.2. Cognitive Development and Its Theoretical-Practical Importance in the Attention to LD

1.4.1.2.1. Organic Aspect
1.4.1.2.2. Maturing Aspect
1.4.1.2.3. Functional Aspect
1.4.1.2.4. Social Aspect
1.4.1.2.5. Educational Aspect

1.4.1.3. Learning

1.4.1.3.1. Approach to Its Conceptualization
1.4.1.3.2. Necessary Conditions for Learning

1.4.2. Psychopedagogical Characteristics of the Primary School Student

1.4.2.1. 6-8 Years Old Child

1.4.2.1.1. First Grade Child
1.4.2.1.2. Second Grade Child

1.4.2.2. 8-10 Years Old Child

1.4.2.2.1. Third Grade Child
1.4.2.2.2. Fourth Grade Child

1.4.2.3. 10-12 Years Old Child

1.4.2.3.1. Fifth Grade Child
1.4.2.3.2. Sixth Grade Child

1.5. Learning as an Individual and Social Process

1.5.1. Cognitive Strategies
1.5.2. Learning Strategies
1.5.3. Remembering Strategies
1.5.4. Retention Strategies
1.5.5. Evocation Strategies
1.5.6. Problem Solving Strategies

1.6. The Teaching-Learning Process in Primary School

1.6.1. Approach to Its Definition

1.6.1.1. Teaching- Learning Process
1.6.1.2. Developmental Teaching- Learning Process

1.6.2. Characteristics of the Developmental Teaching- Learning Process
1.6.3. Potentials of the Developmental Teaching-Learning Process
1.6.4. Cooperation, the Necessary Condition in the Teaching-Learning Process

1.6.4.1. Cooperative Learning

1.6.4.1.1. Definition
1.6.4.1.2. Types of Cooperative Groups
1.6.4.1.3. The Characteristics of Cooperative Learning

1.6.5. Forms of Participation in Cooperative Learning

1.6.5.1. In the Classroom
1.6.5.2. In Other Learning Spaces in the School
1.6.5.3. In the Family
1.6.5.4. In the Community

1.6.6. Structure of a Cooperative Learning Class

1.6.6.1. Moment of Initiation
1.6.6.2. Moment of Development
1.6.6.3. Moment of Closing

1.6.7. Creation of Favorable Environments for Learning

Module 2. Learning Difficulties: Historical Approach, Conceptualization, Theories and Classification

2.1. Introduction
2.2. A Historical View of Learning Difficulties

2.2.1. Foundation Stage
2.2.2. Transition Stage
2.2.3. Consolidation Stage
2.2.4. Current Stage

2.3. Critical Vision of Its Conceptualization

2.3.1. Criteria Applied for Its Definition

2.3.1.1. Exclusion Criteria
2.3.1.2. Discrepancy Criteria
2.3.1.3. Specificity Criteria

2.3.2. Some Definitions and Their Regularities
2.3.3. Between Heterogeneity and Differentiation

2.3.3.1. School Problems
2.3.3.2. Low School Performance
2.3.3.3. Specific Learning Difficulties

2.3.4. Learning Disorders vs. Learning Difficulties

2.3.4.1. Learning Disorders

2.3.4.1.1. Definition
2.3.4.1.2. Characteristics

2.3.4.2. Overlap of Disorders and Learning Difficulties that Complicate Understanding
2.3.4.3. Difference Between Disorders and Learning Difficulties That Determine the Context of Application and Relevance
2.3.4.4. Special Educational Needs (SEN) and Learning Difficulties

2.3.4.4.1. Definition of Special Educational Needs
2.3.4.4.2. SEN, Differences and Similarities to Learning Difficulties

2.4. Classification of Learning Difficulties

2.4.1. International Classification Systems

2.4.1.1. DSM-5
2.4.1.2. ICD-10 (International Statistical Classification of Diseases and Related Health Problems)

2.4.2. Classification of Learning Difficulties According to DSM-5
2.4.3. Classification of Learning Difficulties According to CIE-10 (CIE-11 Currently Being Developed)
2.4.4. Comparison of Classification Instruments

2.5. Mainly Theoretical Focus of Learning Difficulties

2.5.1. Neurobiological or Organic Theories
2.5.2. Theories of Cognitive Deficit Processes
2.5.3. Psycholinguistic Theories
2.5.4. Psychogenic Theories
2.5.5. Environmentalist Theories

2.6. Causes of Learning Difficulties

2.6.1. Personal or Intrinsic Factors

2.6.1.1. Biological
2.6.1.2. Psychogenic

2.6.2. Contextual or Extrinsic Factors

2.6.2.1. Environmental
2.6.2.2. Institutional

2.7. Models for Attention to Learning Difficulties

2.7.1. Models Focused on the Medical-Clinical Aspects
2.7.2. Models Focused on Cognitive Processes
2.7.3. Models Focused on Observable Deficits
2.7.4. Models Focused on the Curriculum
2.7.5. Educational Model of Comprehensive Education

Module 3. Reflections on the Diagnosis and Evaluation of Learning Difficulties

3.1. Introduction
3.2. Diagnosis and Its Distinctive Characteristics

3.2.1. Definition
3.2.2. Principles and Functions of the Diagnostic Process
3.2.3. Characteristics of the Diagnosis
3.2.4. Types of Diagnosis: Early Diagnostics and Psychopedagogical Diagnosis

3.3. Particularities of the Evaluation Process

3.3.1. Educational Evaluation
3.3.2. Psychopedagogical Evaluation

3.4. Relationship Between Diagnosis and Evaluation

3.4.1. Theoretical Controversy Between Both Concepts
3.4.2. Complementary Nature of the Diagnostic and Evaluation Processes

3.5. The Diagnostic and Evaluation Process for Learning Difficulties

3.5.1. Definitions

3.5.1.1. Diagnosis and Its Particularities
3.5.1.2. Assessment and Its Particularities

3.5.2. Techniques and Instruments for Diagnosis and Evaluation

3.5.2.1. From a Qualitative Focus
3.5.2.2. Based on Standardized Tests
3.5.2.3. Comprehensive Educational Evaluation Focus

3.6. The Evaluation Team and the Way It’s Formed From an Interdisciplinary Perspective

3.6.1. Potential of the Evaluation Team's Composition
3.6.2. Particularities of the Evaluation Team According to the Way It Works
3.6.3. Role of Each Member of the Team in the Diagnostic Process

3.7. The Psychopedagogical Report as an Instrument for the Communication of Developmental Levels of Students with Learning Difficulties

3.7.1. Dual Purpose of the Report

3.7.1.1. In the Evaluation
3.7.1.2. In the Care

3.7.2. Essential Aspects Which Make Up Its Structure

3.7.2.1. Personal Data
3.7.2.2. Assessment Reason
3.7.2.3. Information on the Development of the Child

3.7.2.3.1. Personal Background
3.7.2.3.2. Family Background
3.7.2.3.3. Psychosocial Aspects
3.7.2.3.4. School Aspects
3.7.2.3.5. Techniques and Instruments of Applied Evaluation
3.7.2.3.6. Analysis of the Results Obtained

3.7.2.4. Conclusions
3.7.2.5. Recommendations

3.7.3. Particularities in the Way They Are Written

3.8. Activities for the Integration of Knowledge and Its Practical Application
3.9. Recommending Readings
3.10. Bibliography

Module 4. Foundations of the Management of Learning Difficulties

4.1. Introduction
4.2. Prevention of Learning Difficulties

4.2.1. Levels of Prevention
4.2.2. Risk Factors
4.2.3. Protective Factors

4.3. Psychopedagogical Intervention for LD

4.3.1. Definition
4.3.2. Principles
4.3.3. Models of Psychopedagogical Intervention

4.4. Comprehensive Educational Care and Its Implications

4.4.1. Conceptualization
4.4.2. Strategic Planning
4.4.3. Individualized Planning
4.4.4. Comprehensive Educational Planning

4.5. Psychopedagogical Intervention vs. Comprehensive Educational Attention

4.5.1. Theoretical Positions that Support Them
4.5.2. Comparative Analysis: Points of Convergence and Divergence
4.5.3. Relevance of Use in the Context of Diversity

4.6. Theoretical Considerations on School Management

4.6.1. Definitions and Principles of School Management
4.6.2. Management of Educational Institutions or Care Centers

4.6.2.1. Definition and Characteristics of the Management Process
4.6.2.2. Implications of Interdisciplinary Work in School Management
4.6.2.3. The Importance of the Articulation of the Family-School-Community Triad
4.6.2.4. Networking

4.6.2.4.1. Intrasectorial Articulation
4.6.2.4.2. Intersectorial Articulation

4.6.3. The School Organization and its Impact on the Educational Process

4.6.3.1. Definition
4.6.3.2. Daily Routine for Students with LD
4.6.3.3. The Teaching Timetable
4.6.3.4. The Organization of the Teaching-Learning Process for Students with LD: Classroom, Learning Projects and Other Forms of Organization

4.6.4. Teaching Activity as a Transcendental Element in the Teaching-Learning Process

4.6.4.1. The Healthy and Pedagogical Organization of the Teaching Activity
4.6.4.2. The Teaching Load, Intellectual Work Capacity and Fatigue
4.6.4.3. Conditions of the Physical Environment
4.6.4.4. Conditions of the Psychological Environment
4.6.4.5. Relationship of Organization of Teaching Activity With the Learning Motivation of Students with LD

4.7. Attention to Diversity in the Inclusive Education Framework

4.7.1. Conceptualization
4.7.2. Theoretical-Methodological Fundamentals

4.7.2.1. Recognition and Respect of Individual Differences
4.7.2.2. Attention to Diversity as a Principle of Inclusive Education

4.7.3. Curricular Adaptations as a Path for the Attention to Diversity

4.7.3.1. Definition
4.7.3.2. Types of Curricular Adaptations

4.7.3.2.1. Adaptations in the Methodology
4.7.3.2.2. Adaptations in the Activities
4.7.3.2.3. Adaptations in the Materials and the Time
4.7.3.2.4. In the Functional Elements

4.8. Activities for the Integration of Knowledge and Its Practical Application
4.9. Recommending Readings
4.10. Bibliography

Module 5. Language as a Determining Factor in the Attention to Learning Difficulties

5.1. Introduction
5.2. Thought and Language: Their relationships

5.2.1. Theories Explaining Its Development
5.2.2. Interdependence Between Thought and Language
5.2.3. The Place of Language in Learning

5.3. Relationship of Language With Learning Difficulties

5.3.1. Communication, Language, Speech and Language
5.3.2. General Aspects of Language Development
5.3.3. Language Impairment Prevention

5.4. Language Development Delay and Its Implications for Learning Difficulties

5.4.1. Conceptualization of Language Development Delay and Its Characterization
5.4.2. Causes of Delayed Language Development
5.4.3. Importance of Early Identification and Care at School
5.4.4. Delayed Language Development as a Risk Factor for Learning Difficulties

5.5. Most Common Language Disorders in Students

5.5.1. Concepts and Delimitations
5.5.2. Speech Disorders. Their Manifestations in the Following Components: Phonetic, Phonological, Morphological-Lexical, Syntactic, Semantic, and Pragmatic
5.5.3. Speech Disorders: Dyslalia, Dysarthria, Rhinolalia, Dysphonia, and Stuttering

5.6. Language Assessment

5.6.1. Assessment Tools
5.6.2. Components to Be Assessed
5.6.3. Evaluation Report

5.7. Attention to Language Disorders in Educational Institutions

5.7.1. Language Disorders
5.7.2. Speech Disorders

5.8. Activities for the Integration of Knowledge and Its Practical Application
5.9. Recommending Readings
5.10. Bibliography

Module 6. Reading Difficulties and Their Impact on Citizen Formation in the Knowledge Society

6.1. Introduction
6.2. Reading and Its Processes

6.2.1. Definition
6.2.2. Lexical Process The Lexical Route and Phonological Route
6.2.3. Syntax Route
6.2.4. Semantic Route

6.3. The Teaching/Learning Process of Reading for Life

6.3.1. Conditions or Requirements for Learning to Read
6.3.2. Methods for Teaching Reading
6.3.3. Strategies that Favor the Process of Learning to Read

6.4. Prevention of Reading Learning Difficulties

6.4.1. Protective Factors
6.4.2. Risk Factors
6.4.3. Strategies for Promoting Reading
6.4.4. Importance of the Main Educational Agencies in the Promotion of Reading

6.5. Reading and its Learning Difficulties

6.5.1. Characterization of Reading Learning Difficulties
6.5.2. Dyslexia as a Specific Learning Difficulty
6.5.3. Main Difficulties in Reading Comprehension

6.6. Diagnosis and Evaluation of Reading Learning Difficulties

6.6.1. Diagnostic Characterization
6.6.2. Standardized Tests
6.6.3. Non-Standardized Tests
6.6.4. Other Evaluation Instruments

6.7. Attention of Reading Learning Difficulties

6.7.1. Lexical Awareness
6.7.2. Phonological Conscience
6.7.3. Cognitive and Metacognitive Strategies to Enhance Reading Comprehension

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

Module 7. Learning Difficulties in Writing as a Means of Enduring Communication

7.1. Introduction
7.2. Construction and Written Language Process

7.2.1. Stages in Development of Writing
7.2.2. Written Language Construction Levels
7.2.3. Strategies to Favor the Transition Between Construction Levels
7.2.4. Methods for Teaching Written Language
7.2.5. Written Language Production Models

7.2.5.1. Text Types

7.3. Cognitive Processes Involved in Writing

7.3.1. Planning
7.3.2. Production
7.3.3. Review

7.4. Prevention of Learning Difficulties in Writing

7.4.1. Protective Factors
7.4.2. Risk Factors
7.4.3. Strategies for the Promotion of Written Language Production
7.4.4. The Importance of Key Educational Agencies in Promoting Writing

7.5. Writing and its Learning Difficulties

7.5.1. Errors in the Construction of the Written Language
7.5.2. Specific Errors in the Construction of Written Language
7.5.3. Characterization of the Difficulties of Written Language Production
7.5.4. Dysgraphia as a Specific Learning Difficulty in Writing

7.6. Diagnosis and Evaluation of Learning Difficulties in Writing

7.6.1. State of the Cognitive Processes Involved
7.6.2. Prediction Indicators of Learning Difficulties in Writing
7.6.3. What to Assess From the Second Grade Onwards in Texts Written by Children?

7.7. Care for Learning Difficulties in Writing

7.7.1. Strategies to Promote the Automation of Writing Movements
7.7.2. Strategies to Favor the Planning of a Text
7.7.3. Strategies to Favor the Production of a Written Text
7.7.4. Strategies to Favor the Review of a Written Text

7.8. Activities for the Integration of Knowledge and Its Practical Application
7.9. Recommending Readings
7.10. Bibliography

Module 8. Mathematical Learning Difficulties (MLD)

8.1. Introduction
8.2. Mathematical Knowledge and Its Basic Concepts

8.2.1. Qualitative and Quantitative Concept
8.2.2. Space-Time Concepts

8.3. Mathematics and the Processes Involved in Its Learning

8.3.1. Classification
8.3.2. Seriation
8.3.3. Correspondence
8.3.4. Conservation of the Object or Substance
8.3.5. Reversibility of Thought
8.3.6. Cognitive and Meta-Cognitive Strategies

8.3.6.1. Directive Model Strategies
8.3.6.2. Counting
8.3.6.3. Numerical Facts

8.4. The Teaching- Learning Process of Mathematics

8.4.1. Subitizing and Counting: Principle of One-to-One Correspondence, Stable Order, Cardinality, Abstraction, and Irrelevance of Order
8.4.2. Learning Numerical Series: Acquisition, Elaboration and Consolidation
8.4.3. Learning Problem Solving: Location of the Variable, Semantic Structure, etc.
8.4.4. Learning Algorithms

8.5. Prevention of Learning Difficulties in Mathematics

8.5.1. Protective Factors
8.5.2. Risk Factors
8.5.3. Strategies for the Promotion of Learning Mathematics

8.6. Math and Its Difficulties

8.6.1. Definition of Learning Difficulties in Mathematics
8.6.2. Learning Difficulties in Mathematics Related to: The Nature of Mathematics, Organization and Teaching Methodology, and Student-Related Factors
8.6.3. Common Errors: In Problem Solving and Steps of Algorithms
8.6.4. Dyscalculia as a Specific Learning Difficulty: Semantic, Perceptual, Procedural
8.6.5. Causes of Mathematics Learning Difficulty (MLD)

8.6.5.1. Contextual Factors
8.6.5.2. Cognitive Factors
8.6.5.3. Neurobiological Factors

8.7. Diagnostics and Evaluation of Mathematical Learning Difficulties (MLD)

8.7.1. Standardized Tests
8.7.2. Non-Standardized Tests
8.7.3. The Comprehensive Education Evaluation and Diagnosis

8.8. Addressing Learning Difficulties:Mathematical Learning Difficulties

8.8.1. Principles of Care
8.8.2. Teaching Concepts and Procedures
8.8.3. Problem-Solving Strategies
8.8.4. Discovery Teaching Strategies

8.9. Activities for the Integration of Knowledge and Its Practical Application
8.10. Recommending Readings
8.11. Bibliography

Module 9. Attention Deficit Hyperactivity Disorder (ADHD) as a Condition Associated with Learning Difficulties

9.1. Introduction
9.2. Overview of Attention Deficit Hyperactivity Disorder

9.2.1. Prevalence and Significance
9.2.2. Causes of Attention Deficit Hyperactivity Disorder

9.2.2.1. Genetic Factors
9.2.2.2. Neurobiological Factors
9.2.2.3. Endocrine Factors

9.3. Main Theoretical Models that Explain ADHD

9.3.1. Deficits in Inhibitory Response Control
9.3.2. Behavioral Model Focused on the Manifestations of Lack of Attention, Hyperactivity and Impulsion
9.3.3. Model Based on Executive System Dysfunction, Current Consensus

9.4. Characterization of Attention Deficit Hyperactivity Disorder

9.4.1. Predominant Manifestations According to DSM-5
9.4.2. Evolution of ADHD Throughout a Lifetime

9.4.2.1. Breastfeeding
9.4.2.2. In Kindergarten Education Children
9.4.2.3. In Elementary Schoolchildren

9.4.3. ADHD as a Disorder of the Executive Functions

9.4.3.1. Definition of Executive Functions
9.4.3.2. Operative or Work Memory
9.4.3.3. Self-Regulation of Motivation, Emotions and Vigilance

9.4.4. Internalization of Language
9.4.5. Reconstruction

9.5. Diagnosis and Evaluation of Attention Deficit Hyperactivity Disorder

9.5.1. Diagnosis and Physiological Evaluation: Neuroanatomical, Biochemical, and Endocrinological Aspects
9.5.2. Neuropsychological Diagnosis and Evaluation (Standardized Tests)
9.5.3. Comprehensive Educational Diagnosis and Evaluation: Observation and Diagnostic Interview with the Student, Interviews with Parents and Teachers; Questionnaires or Measurement Scales for Parents and Teachers

9.6. Comprehensive Educational Care for Students with ADHD

9.6.1. Integration of Pharmacological, Psychological and Psychopedagogical Aspects
9.6.2. Implementation of Comprehensive Educational Care: Direct Work with the Student, in the School and Family Contexts

9.7. Educational Implications for the Comprehensive Care of Students with Learning Difficulties Associated with ADHD

9.7.1. Main Psycho-Social Problems of Students with Learning Difficulties and ADHD
9.7.2. Main Learning Difficulties in Reading for These Students: Word Recognition and Text Comprehension
9.7.3. Main Learning Difficulties in Writing for These Students: Word Writing and Text Composition
9.7.4. Main Learning Difficulties in Mathematics: Low Automation in Tasks Related to Numbering, Mental Arithmetic, Mathematical Operations, and Problem Solving

9.8. Activities for the Integration of Knowledge and Its Practical Application
9.9. Recommending Readings
9.10. Bibliography

Module 10. Emerging Educational Alternatives for the Management of Learning Difficulties

10.1. Introduction
10.2. Information and Communication Technology Applied to Learning Difficulties and Attention to Diversity
10.3. Animal-Assisted Therapies, Learning Disabilities, and Attention to Diversity
10.4. Mindfulness, Learning Disabilities, and Attention to Diversity
10.5. Chess, Learning Disabilities, and Attention to Diversity
10.6. Medication, Learning Disabilities, and Attention to Diversity
10.7. The Effectiveness of Alternative Therapies

This academic journey will take you through the theoretical and methodological foundations that are revolutionizing the management of learning difficulties in diverse contexts”