Si quieres mejorar el desarrollo académico de los menores con dificultades, no dudes en especializarte con nosotros”

La educación es uno de los ámbitos en los que se mueven los psicólogos. Con su trabajo pueden ayudar al rendimiento académico de sus pacientes, sobre todo con los aspectos relacionados con la neuropsicología.

El trabajo de la neuropsicología en educación es complejo. Abarca un amplio espectro de intervención que requiere del profesional una capacitación muy específica en las diversas ramas del desarrollo cerebral. Esta disciplina, ligada profundamente a la neurología y al estudio fisiológico del cerebro, se ve afectada por los cambios que la evolución del conocimiento en esta rama científica consigue. Esto supone para el profesional, un intenso reto de actualización permanente que le permita estar en vanguardia en cuanto a abordaje, intervención y seguimiento de los casos que pueden presentarse en su consulta.  

A lo largo de esta capacitación, el alumno recorrerá los aspectos relacionados con las dificultades en el ámbito académico, como pueden ser: la funcionalidad visual y auditiva para la lectura, el lenguaje, los idiomas y el aprendizaje; la motricidad y la escritura; los problemas de dislexia, discalculia e hiperactividad; o las dificultades de los procesos neurolingüísticos, entre otros aspectos. Un paso de alto nivel que se convertirá en un proceso de mejora, no solo profesional, sino personal.

No solo te llevaremos a través de los conocimientos teóricos que te ofrecemos, sino que te mostraremos otra manera de estudiar y aprender, más orgánica, más sencilla y más eficiente. Trabajaremos para mantenerte motivado y para crear en ti pasión por el aprendizaje. Y te impulsaremos a pensar y a desarrollar el pensamiento crítico.

Contamos con la mejor metodología educativa, el temario más actualizado y las mejores herramientas docentes”

Esta Postgraduate diploma en Difficulties in the Academic Field contiene el programa educativo más completo y actualizado del mercado. Sus características más destacadas son:

• La última tecnología en software de enseñanza online
• El sistema docente intensamente visual, apoyado en contenidos gráficos y esquemáticos de fácil asimilación y comprensión
• El desarrollo de casos prácticos presentados por expertos en activo
• Los sistemas de vídeo interactivo de última generación
• La enseñanza apoyada en la telepráctica
• Los sistemas de actualización y reciclaje permanente
• El aprendizaje autorregulable: total compatibilidad con otras ocupaciones
• Los ejercicios prácticos de autoevaluación y constatación de aprendizaje
• Los grupos de apoyo y sinergias educativas: preguntas al experto, foros de discusión y conocimiento
• La comunicación con el docente y trabajos de reflexión individual
• La disponibilidad de acceso a los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet
• Los bancos de documentación complementaria disponible permanentemente, incluso después de la formación

Una capacitación creada para profesionales que aspiran a la excelencia y que te permitirá adquirir nuevas competencias y estrategias de manera fluida y eficaz”

Incluye en su cuadro docente a profesionales pertenecientes al ámbito de la psicología, que vierten en esta capacitación la experiencia de su trabajo, además de reconocidos especialistas de sociedades de referencia y universidades de prestigio.

Su contenido multimedia, elaborado con la última tecnología educativa, permitirá al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará una capacitación inmersiva programada para entrenarse ante situaciones reales.

El diseño de este programa se centra en el Aprendizaje Basado en Problemas, mediante el cual el psicólogo deberá tratar de resolver las distintas situaciones 
de práctica profesional que se le planteen a lo largo del curso académico. Para ello, el profesional contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en dificultades en el ámbito académico y con gran experiencia. 

Una inmersión profunda y completa en las estrategias y planteamientos en Neuropsicología y Educación"

Los procesos básicos del desarrollo cognitivo en relación con el aprendizaje y la evolución escolar, en una capacitación intensiva y completa"

The contents of this Postgraduate diploma have been developed by qualified professors, with a clear purpose: to ensure that our students acquire each and every one of the necessary skills to become true experts in this field. 

The content of this program enables you to learn all aspects of the different disciplines involved in this field: A complete and well-structured program that will take you to the highest standards of quality and success.

Through a complete and very well compartmentalized development, you will be able to access the most advanced knowledge in Difficulties in the Academic Field"

Module 1. Visual and Auditory Functionality for Reading, Language, Languages and Learning

1.1. Vision: Functioning and Neuropsychological Bases

1.1.1. Introduction
1.1.2. Development of the Visual System at Birth
1.1.3. Risk factors
1.1.4. Development of Other Sensory Systems During Infancy
1.1.5. Influence of Vision on the Visuomotor System and its Development
1.1.6. Normal and Binocular Vision
1.1.7. Anatomy of Human Eyes
1.1.8. Eye Functions
1.1.9. Other Functions
1.1.10. Visual Pathways to the Cerebral Cortex
1.1.11. Elements that Favor Visual Perception
1.1.12. Vision Diseases and Alterations 
1.1.13. Most Common Eye Disorders or Diseases: Classroom Interventions
1.1.14. Computer Vision Syndrome (CVS)
1.1.15. Attitudinal Observation of the Student
1.1.16. Summary
1.1.17. Bibliographical References

1.2. Visual Perception, Assessment and Intervention Programs

1.2.1. Introduction
1.2.2. Human Development: Development of the Sensory Systems 
1.2.3. Sensory Perception 
1.2.4. Neurodevelopment 
1.2.5. Description of the Perceptual Process
1.2.6. Color Perception
1.2.7. Perception and Visual Skills
1.2.8. Evaluation of Visual Perception
1.2.9. Intervention for the Improvement of Visual Perception
1.2.10. Summary
1.2.11. Bibliographical References 

1.3. Tracking Eye Movements

1.3.1. Introduction
1.3.2. Eye Movements
1.3.3. Tracking Eye Movements
1.3.4. Ocular Motility Recording and Assessment
1.3.5. Ocular Motility-Related Disorders
1.3.6. The Visual System and Reading
1.3.7. Development of Skills in Learning to Read
1.3.8. Improvement and Training Programs and Activities
1.3.9. Summary
1.3.10. Bibliographical References

1.4. Saccadic Movements and Their Implication in Reading

1.4.1. Introduction
1.4.2. Models of the Reading Process
1.4.3. Saccadic Movements and Their Relation to Reading
1.4.4. How Saccadic Movements are Assessed
1.4.5. The Reading Process at the Visual Level
1.4.6. Visual Memory in the Reading Process
1.4.7. Investigations to Study the Relationship Between Visual Memory and Reading 
1.4.8. Reading Difficulties
1.4.9. Specialized Teachers
1.4.10. Social Educators
1.4.11. Summary
1.4.12. Bibliographical References

1.5. Visual Accommodation and its Relation to Posture in the Classroom

1.5.1. Introduction 
1.5.2. Mechanisms that Allow for Accommodation or Focus 
1.5.3. How is Visual Accommodation Assessed? 
1.5.4. Body Posture in the Classroom 
1.5.5. Visual Accommodation Training Programs 
1.5.6. Aids for Visually Impaired Students
1.5.7. Summary
1.5.8. Bibliographical References

1.6. Structure and Function of the Ear

1.6.1. Introduction
1.6.2. The World of Sound
1.6.3. Sound and its Propagation
1.6.4. The Auditory Receptors
1.6.5. Ear Structure
1.6.6. Development of the Hearing System at Birth
1.6.7. Development of Sensory Systems during Infancy 
1.6.8. Influence of the Ear on Balance Development
1.6.9. Ear Diseases
1.6.10. Summary
1.6.11. Bibliographical References

1.7. Auditory Perception

1.7.1. Introduction
1.7.2. Guidelines for Detecting Auditory Perception Problems
1.7.3. The Perceptive Process
1.7.4. Role of the Auditory Pathways in Perceptual Processes
1.7.5. Children with Impaired Auditory Perception
1.7.6. Evaluation Tests
1.7.7. Summary
1.7.8. Bibliographical References

1.8. Evaluation of Hearing and its Alterations

1.8.1. Introduction
1.8.2. Evaluation of the External Auditory Canal
1.8.3. Otoscopy
1.8.4. Air Audiometry
1.8.5. Bone Conduction Hearing
1.8.6. Curve of the Threshold of Molestia
1.8.7. Tone Audiometry, Vocal Audiometry and Acoustic Audiometry
1.8.8. Hearing Impairment: Degrees and Types of Hearing Loss
1.8.9. Causes of Hearing Loss
1.8.10. Psychobiological Aspects of Hearing Impairment
1.8.11. Summary 
1.8.12. Bibliographical References

1.9. Hearing and Learning Development

1.9.1. Introduction
1.9.2. Development of the Human Ear
1.9.3. Programs, Activities and Games for Auditory Development in Children
1.9.4. Berard Method
1.9.5. Tomatis Method
1.9.6. Visual and Hearing Health
1.9.7. Adaptations of Curricular Elements
1.9.8. Summary
1.9.10. Bibliographical References

1.10. Vision and Hearing Processes Involved in Reading

1.10.1. Introduction
1.10.2. Tracking Eye Movements
1.10.3. The Visual System and Reading
1.10.4. Dyslexia
1.10.5. Color-Based Therapies for Dyslexia
1.10.6. Visual Impairment Aids
1.10.7. Summary
1.10.8. Bibliographical References

1.11. Relationship Between Vision and Hearing in Language

1.11.1. Introduction
1.11.2. Relationship Between Vision and Hearing
1.11.3. Verbal-Auditory and Visual Information Processing
1.11.4. Intervention Programs for Hearing Disorders
1.11.5. Guidelines for Teachers
1.11.6. Summary
1.11.7. Bibliographical References

Module 2. Motor skills, Laterality and Writing

2.1. Neurodevelopment and Learning

2.1.1. Introduction
2.1.2. Perceptual Development
2.1.3. Neuropsychological Basis of Motor Development
2.1.4. Laterality Development
2.1.5. Interhemispheric Communication through the Corpus Callosum
2.1.6. Ambidextrousness
2.1.7. Summary
2.1.8. Bibliographical References

2.2. Psychomotor Development

2.2.1. Introduction
2.2.2. Gross Psychomotricity
2.2.3. General Dynamic Coordination: Basic Skills
2.2.4. Fine Motor Skills and their Relationship with Writing
2.2.5. Psychomotor Development Assessment
2.2.6. Summary
2.2.7. Bibliographical References

2.3. Neuropsychology of Motor Development

2.3.1. Introduction
2.3.2. Relationship between Motor and Psychism
2.3.3. Disorders of Motor Development
2.3.4. Coordination Acquisition Disorders
2.3.5. Vestibular System Disorders
2.3.6. Writing
2.3.7. Summary
2.3.8. Bibliographical References

2.4. Introduction to Laterality Development

2.4.1. Introduction
2.4.2. Laterality Tests
2.4.3. Observation Guidelines for Teachers
2.4.4. Crossed Laterality
2.4.5. Types of Cross Laterality
2.4.6. Relationship between Dyslexia and Laterality
2.4.7. Relationship between Laterality and Attention, Memory and Hyperactivity Problems
2.4.8. Summary
2.4.9. Bibliographical References

2.5. Development of Laterality at Different Ages

2.5.1. Introduction
2.5.2. Laterality Definition
2.5.3. Types of Laterality
2.5.4. Corpus Callosum
2.5.5. Cerebral Hemispheres
2.5.6. Development of the Prelateral, Contralateral and Lateral Stages
2.5.7. Summary
2.5.8. Bibliographical References

2.6. Motor Disorders and Related Learning Difficulties

2.6.1. Introduction
2.6.2. Motor Disorders
2.6.3. Learning Difficulties
2.6.4. Summary
2.6.5. Bibliographical References

2.7. Writing Process and Acquisition

2.7.1. Introduction
2.7.2. Reading Difficulties
2.7.3. Comprehension Problems that Students May Develop
2.7.4. Evolutionary Development of Writing
2.7.5. History of Writing
2.7.6. Neuropsychological Basis of Writing
2.7.7. Teaching Written Expression
2.7.8. Methods of Teaching Writing
2.7.9. Writing Workshops
2.7.10. Summary
2.7.11. Bibliographical References

2.8. Dysgraphia

2.8.1. Introduction
2.8.2. Learning Styles
2.8.3. Executive Functions Involved in Learning
2.8.4. Definition of Dysgraphia and its Types 
2.8.5. Common Indicators of Dysgraphia
2.8.6. Classroom Aids for Students with Dysgraphia
2.8.7. Individual Aids
2.8.8. Summary
2.8.9. Bibliographical References

2.9. Contribution of Laterality to the Development of Reading and Writing

2.9.1. Introduction
2.9.2. Importance of Laterality in the Learning Process
2.9.3. Laterality in the Reading and Writing Processes
2.9.4. Laterality and Learning Difficulties
2.9.5. Summary
2.9.6. Bibliographical References

2.10. Role of the School Psychologist and Guidance Counselors for Prevention, Development and Learning Difficulties

2.10.1. Introduction
2.10.2. The Guidance Department
2.10.3. Intervention Programs
2.10.4. Advances of Neuropsychology in Learning Difficulties
2.10.5. Training the Teaching Staff
2.10.6. Summary
2.10.7. Bibliographical References

2.11. Parent Orientation

2.11.1. How to Inform Parents 
2.11.2. Activities to Improve Academic Performance
2.11.3. Activities to Improve Lateral Development
2.11.4. Problem Solving Strategies
2.11.5. Summary
2.11.6. Bibliographical References

2.12. Psychomotor Assessment and Intervention

2.12.1. Introduction
2.12.2. Psychomotor Development
2.12.3. Psychomotor Assessment
2.12.4. Psychomotor Intervention
2.12.5. Summary
2.12.6. Bibliographical References

Module 3. Dyslexia, Dyscalculia and Hyperactivity

3.1. History of Learning Difficulties

3.1.1. Introduction
3.1.2. Definition of Learning Difficulties
3.1.3. Historical Development
3.1.4. Current Learning Difficulties
3.1.5. Neuropsychology of Learning Difficulties
3.1.6. Causes of Learning Difficulties
3.1.7. Classification of Learning Difficulties
3.1.8. Summary
3.1.9. Bibliographical References

3.2. Conceptualization of Dyslexia 

3.2.1. Introduction
3.2.2. Definition
3.2.3. Neuropsychological Bases
3.2.4. Features
3.2.5. Subtypes
3.2.6. Summary
3.2.7. Bibliographical References

3.3. Neuropsychological Assessment of Dyslexia

3.3.1. Introduction
3.3.2. Diagnostic Criteria for Dyslexia
3.3.3. How to Assess?
3.3.4. Interview with the Tutor
3.3.5. Reading and Writing
3.3.6. Neuropsychological Assessment
3.3.7. Assessment of Other Related Aspects
3.3.8. Summary
3.3.9. Bibliographical References

3.4. Neuropsychological Intervention of Dyslexia

3.4.1. Introduction
3.4.2. Variables Involved
3.4.2. Neuropsychological Field
3.4.3. Intervention Programs
3.4.4. Summary
3.4.5. Bibliographical References

3.5. Conceptualization of Dyscalculia 

3.5.1. Introduction
3.5.2. Definition of Dyscalculia
3.5.3. Features
3.5.4. Neuropsychological Bases
3.5.5. Summary
3.5.6. Bibliographical References

3.6. Neuropsychological Assessment of Dyscalculia

3.6.1. Introduction
3.6.2. Assessment Objectives
3.6.3. How to Assess?
3.6.4. Report
3.6.5. Diagnosis
3.7.6. Summary
3.6.7. Bibliographical References

3.7. Neuropsychological Interventions of Dyscalculia 

3.7.1. Introduction
3.7.2. Variables Involved in the Treatment
3.7.3. Neuropsychological Rehabilitation
3.7.4. Intervention in Dyscalculia
3.7.5. Summary
3.7.6. Bibliographical References

3.8. Conceptualization of ADHD 

3.8.1. Introduction
3.8.2. Definition of ADHD
3.8.3. Neuropsychological Bases
3.8.4. Characteristics of Children with ADHD
3.8.5. Subtypes
3.8.6. Summary
3.8.7. Bibliographical References 

3.9. Neuropsychological Assessment of ADHD

3.9.1. Introduction
3.9.2. Assessment Objectives
3.9.3. How to Assess?
3.9.4. Report
3.9.5. Diagnosis
3.9.6. Summary
3.9.7. Bibliographical References

3.10. Neuropsychological Interventions of ADHD

3.10.1. Introduction 
3.10.2. Neuropsychological Field
3.10.3. Treatment of ADHD
3.10.4. Other Therapies
3.10.5. Intervention Programs
3.10.6. Summary
3.10.7. Bibliographical References

3.11. Comorbidity in Neurodevelopmental Disorders

3.11.1. Introduction
3.11.2. Neurodevelopment Disorders
3.11.3. Dyslexia and Dyscalculia
3.11.4. Dyslexia and ADHD
3.11.5. Dyscalculia and ADHD
3.11.6. Summary
3.11.7. Bibliographical References

3.12. Neurotechnology

3.12.1. Introduction
3.12.2. Applied to Dyslexia
3.12.3. Applied to Dyscalculia
3.12.4. Applied to ADHD
3.12.5. Summary
3.12.6. Bibliographical References

3.13. Guidance for Parents and Teachers

3.13.1. Introduction
3.13.2. Guidance on Dyslexia
3.13.3. Guidance on Dyscalculia
3.13.4. Guidance on ADHD
3.13.5. Summary
3.13.6. Bibliographical References

Module 4. Multiple Intelligences, Creativity, Talent and High-Capacity Individuals

4.1. Theory of Multiple Intelligences

4.1.1. Introduction
4.1.2. Medical history
4.1.3. Conceptualization
4.1.4. Validation
4.1.5. Premises and Basic Principles of Theories
4.1.6. Neuropsychological and Cognitive Science
4.1.7. Classification of the Theories of Multiple Intelligences
4.1.8. Summary
4.1.9. Bibliographical References

4.2. Types of Multiple Intelligences

4.2.1. Introduction
4.2.2. Types of Intelligence
4.2.3. Summary
4.2.4. Bibliographical References

4.3. Assessment of Multiple Intelligences

4.3.1. Introduction
4.3.2. Medical History
4.3.3. Types of Assessments
4.3.4. Aspects to Consider in the Assessment
4.3.5. Summary
4.3.6. Bibliographical References

4.4. Creativity

4.4.1. Introduction
4.4.2. Concepts and Theories of Creativity
4.4.3. Approaches to the Study of Creativity
4.4.4. Characteristics of Creative Thinking
4.4.5. Types of Creativity
4 4.6. Summary
4.4.7. Bibliographical References

4.5. Neuropsychological Basis of Creativity

4.5.1. Introduction
4.5.2. Medical History
4.5.3. Characteristics of Creative People
4.5.4. Creative Products
4.5.5. Neuropsychological Bases of Creativity
4.5.6. Influence of the Environment and Context on Creativity
4.5.7. Summary
4.5.8. Bibliographical References

4.6. Creativity in the Educational Context

4.6.1. Introduction
4.6.2. Creativity in the Classroom 
4.6.3. Stages of the Creative Process
4.6.4. How to Work on Creativity
4.6.5. Connection Between Creativity and Thinking
4.6.6. Modification in the Educational Context
4.6.7. Summary
4.6.8. Bibliographical References

4.7. Methodologies for Developing Creativity

4.7.1. Introduction
4.7.2. Programs for Developing Creativity
4.7.3. Projects for Developing Creativity
4.7.4. Promoting Creativity in the Family Context
4.7.5. Summary
4.7.6. Bibliographical References

4.8. Creativity Assessment and Guidance

4.8.1. Introduction
4.8.2. Considerations on Assessment
4.8.3. Evaluation Tests
4.8.4. Subjective Assessment Tests
4.8.5. Guidance on Assessment
4.8.6. Summary
4.8.7. Bibliographic References 

4.9. High Capacities and Talents

4.9.1. Introduction
4.9.2. Relationship Between Giftedness and High Capacities
4.9.3. Connection Between Heredity and Environment
4.9.4. Neuropsychological Foundation
4.9.5. Models of Giftedness
4.9.6. Summary
4.9.7. Bibliographical References

4.10. Identification and Diagnosis of High Capacities

4.10.1. Introduction
4.10.2. Main Characteristics
4.10.3. How to Identify High-Capacity Individuals
4.10.4. Role of the Agents Involved
4.10.5. Assessment Tests and Instruments
4.10.6. Intervention Programs
4.10.7. Summary
4.10.8. Bibliographic References

4.11. Problems and Difficulties

4.11.1. Introduction
4.11.2. Problems and Difficulties in the School Environment
4.11.3. Myths and Beliefs
4.11.4. Dyssynchronies
4.11.5. Differential Diagnosis
4.11.6. Differences Between Genders
4.11.7. Educational Needs
4.11.8. Summary
4.11.9. Bibliographic References

4.12. Connection Between Multiple Intelligences, High Capacities, Talent and Creativity

4.12.1 Introduction
4.12.2. Connection Between Multiple Intelligences and Creativity
4.12.3. Connection Between Multiple Intelligences, High Capacities and Talents
4.12.4. Differences Between Talent and High Capacities
4.12.5. Creativity, High Capacities and Talent
4.12.6. Summary
4.12.7. Bibliographical References

4.13. Guiding and Developing Multiple Intelligences

4.13.1. Introduction
4.13.2. Advising Teachers
4.13.3. Multidimensional Student Development
4.13.4. Curricular Enrichment
4.13.5. Strategies at Different Educational Levels
4.13.6. Summary
4.13.7. Bibliographic References

4.14. Creativity for Problem Solving

4.14.1. Introduction
4.14.2. Models of the Creative Process for Problem Solving
4.14.3. Creative Project Development
4.14.4. Summary
4.14.5. Bibliographical References

4.15. Educational Process and Family Support

4.15.1. Introduction
4.15.2. Guidelines for Teachers
4.15.3. Educational Response in Children
4.15.4. Educational Response in Primary Education
4.15.5. Educational Response in Secondary Education
4.15.6. Coordination with Families
4.15.7. Program Implementation
4.15.8. Summary
4.15.9. Bibliographical Refere

A comprehensive specialized program that will take you through the necessary training to compete with the best in your profession”