For any teacher, including this degree in their academic curriculum is synonymous with empathy and commitment to their students, especially those who require specific and personalized attention" 

Attention to diversity and curricular adaptation on the part of education towards students with different types of Neurodevelopmental Disorders, such as autism, hyperactivity, or attention deficit disorder, has made it possible to create specific programs adapted to their academic needs. Thanks to this, these children and adolescents can continue to work on their intellectual development in a guaranteed manner without feeling discriminated against because of their condition.  

For this, the teacher must work on the acquisition of knowledge that allows them to carry out the correct academic adaptation for each child or adolescent based on the mastery of the characteristics of each condition. In order to provide you with all the information you need to achieve this, TECH has developed this comprehensive Postgraduate diploma in Neurodevelopmental Disorders. This is a comprehensive and innovative program with which the educator will be able to delve into this topic, acquiring a high level of specialization in the different types of intelligence and Autism Spectrum Disorder.  

It will include 450 hours of the best theoretical, practical, and additional material framed in a convenient 100% online format accessible from any device. In addition, all the content will be available for download from the beginning of the program so that you can also consult it at any time without coverage. This allows you to tailor the academic experience to your full availability.  

A 100% online program designed and directed by experts in Psychology and Education aimed at improving the teaching skills of professionals like you”

The Postgraduate diploma in Neurodevelopment Disorders contains the most complete and up-to-date educational program on the market. The most important features include:

• Practical cases presented by experts in 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
• 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 

You'll have 450 hours of the best additional content: high-quality images and videos, dynamic summaries of each unit, supplemental readings, and much more!”

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

Its 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 education programmed to learn in real situations.  

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

You will be able to work on curricular adaptation through real cases, putting your skills into practice and perfecting your teaching strategies"

A program that will allow you to learn the details of ASD: myths, stereotypes, truths, qualities, assessment guidelines, academic comorbidities, etc"

TECH invests hundreds of hours in the development of each of its programs. For this reason, its qualifications are the result of the effort and perseverance of a team of experts who always strive to create the best content, adapted to the specifications of the sector, market demand and the immediate relevance of the subject matter. All of this is compiled in a convenient and accessible 100% online program that gives students the opportunity to organize their academic experience in a personalized way that is perfectly compatible with their work and personal life. 

This program includes a section dedicated exclusively to intervention programs related to intelligence and learning disorders so you can implement the best academic strategies in your practice”

Module 1. Developmental Contexts and Psychopathologies in Childhood and Adolescence. The Role of the Family

1.1. Developmental Contexts

1.1.1. What Are Developmental Contexts?
1.1.2. Types of Developmental Contexts
1.1.3. Importance of Developmental Contexts in the Development of Childhood and Adolescent Psychopathology

1.2. Pathologies of the Microcontext, Pathology of the Mesocontext and Pathology of the Macrocontext

1.2.1. Microcontext Pathologies
1.2.2. Mesocontext Pathologies
1.2.3. Macrocontext Pathologies

1.3. Antonomous Self, Social Self, Family Self

1.3.1. Autonomous Self
1.3.2. Social Self
1.3.3. Family Self

1.4. Characteristics of the Pathological Family

1.4.1. The Role of the Family in the Development of Psychopathologies
1.4.2. Characteristics of the Pathological Family
1.4.3. Influences of the Pathological Family on the Infant

1.5. Conflictive Bonds

1.5.1. Introduction to the Bonding Concept
1.5.2. Concept of Attachment
1.5.3. Types of Conflicting Bonds

1.6. Type of Child and Sibling History

1.6.1. Introduction to the Concept of Child in the Family
1.6.2. Child Type
1.6.3. The Role of Siblings in Normal and/or Pathological Development

1.7. Family Psychopathology and its Impact on the Infant

1.7.1. Psychopathology in the Family
1.7.2. Influence of Family Psychopathology in the Infant and Adolescent

1.8. Problematic Extrafamilial Environment

1.8.1. Introduction to the Concept of Extrafamilial Environment vs.Intrafamilar Environment
1.8.2. Problematic Types of Family Environments

1.9. Influence of Family Socioeconomic Status, Culture and Media

1.9.1. Introduction to the Concept of Socioeconomic Position of the Family Member
1.9.2. Influence of Culture in the Development of Pathologies in Children and Adolescents
1.9.3. Influence of the Media in the Development of Pathologies in Children and Adolescents

1.10. Risk and Protective Factors for Mental Health in Childhood

1.10.1. Introduction to the Concept of Modulatory Factors
1.10.2. Risk Factors for Mental Health in Childhood
1.10.3. Protective Factors for Mental Health in Childhood

Module 2. Intelligence

2.1. History and Introduction to the Concept of Intelligence

2.1.1. The Concept of Intelligence
2.1.2. First Works on Intelligence

2.2. Multiple intelligences

2.2.1. Concept of Multiple Intelligences
2.2.2. Theory of Multiple Intelligences

2.3. Emotional Intelligence

2.3.1. What is Emotional Intelligence?
2.3.2. Main Theories on Emotional Intelligence
2.3.3. Daniel Goleman's Figure

2.4. Assessment and Diagnosis

2.4.1. Evaluation and Diagnosis of Intelligence
2.4.2. Major Instruments for Measuring Intelligence

2.5. Intellectual Disability

2.5.1. Concept of Intellectual Disability and Comorbidity with Other Mental Health Conditions
2.5.2. Evaluation and Diagnosis of Intellectual Disability

2.6. Learning Disorders

2.6.1. What are Learning Disorders?
2.6.2. Main Learning Disorders
2.6.3. Assessment and Diagnosis of Learning Disorders

2.7. HIgh Abilities. Differential Diagnosis

2.7.1. Introduction to the Concept of High Abilities
2.7.2. Differential Diagnosis
2.7.3. High Abilities in Autism

2.8. Intervention Programs

2.8.1. Principles of the Intervention Programs Related to Intelligence and Learning Disorders
2.8.2. Intervention Programs

Module 3. Autism Spectrum Disorder

3.1. History and Evolution of the Autism Spectrum Disorder

3.1.1. Autism Spectrum throughout History
3.1.2. The Autism Spectrum Today

3.2. Myths About the Autism Spectrum Disorder

3.2.1. Myths and Stereotypes on ASD
3.2.2. The Truth About ASD
3.2.3. Discrimination against patients with ASD vs. patients with Down Syndrome

3.3. Etiology and Diagnostic Categorization of Autism Spectrum Disorder

3.3.1. Introduction to Etiology of ASD
3.3.2. Main Theories on the Origin of ASD
3.3.3. Categorization of ASD According to the DSM-5
3.3.4. Positions on DSM-V Categorization

3.4. Family Atmosphere in the Psychopathology of the Autism Spectrum: Consequences, Family Adaptation

3.4.1. Introduction to the Role of the Family in the Development of  Children with ASD
3.4.2. Protective and Risk Factors in the Family
3.4.3. Consequences in the Family When a Member Has ASD

3.5. Evaluation Instruments for Diagnosis in Autism Spectrum Disorders

3.5.1. Introduction to Assessment and Diagnosis of ASD
3.5.2. Main Evaluation Instruments for the Diagnosis of ASD
3.5.3. New Lines of Research

3.6. Comorbidity and Differential Diagnosis

3.6.1. Introduction
3.6.2. ASD Comorbidity
3.6.3. ASD Differential Diagnosis

3.7. Intervention Method in Clinical Cases in Children and Adolescents With ASD

3.7.1. Introduction to Intervention in ASD
3.7.2. Main Intervention Methodologies

3.8. The Role of Early Care

3.8.1. What is Early Care?
3.8.2. Early Care in ASD

3.9. Intellectual Deficit and Autism Spectrum Disorders

3.9.1. Introduction to the Concept of Intellectual Deficit
3.9.2. Relationship Between ASD and Intellectual Deficit

The time has come to make a decision. Go for TECH; your students and their families will thank you for it"