Deepen in the importance of parent schools in the educational process of students”

Inclusive education allows several children and young people to access quality learning in order to strengthen and improve cognitive abilities. However, for this to be possible, the academic process requires a highly trained professional with a vast knowledge in the management of integrative techniques. Therefore, the design of this program brings together the most updated and necessary knowledge to address these types of cases in the classroom.

In this way, the educators who wish to take this Postgraduate diploma will acquire a series of fundamental elements to deal with different cases of exclusion. Likewise, during the development of the qualification, they will delve into aspects such as diversity, social integration, emotional intelligence and the role of the family in the educational process of each student.

All this through a Relearning methodology, based on real cases. Likewise, the professionals will find first-hand audiovisual material, as well as complementary readings and activities focused on day-to-day situations. Students will be able to access these resources in the virtual campus and, in the same way, they will be able to download their content in order to consult it as many times as they need. It should be noted that it is not necessary to go to an on-site center, you only need a device with an Internet connection.

Delve into the importance of emotional competencies to overcome adversities and complexes of the students”

This Postgraduate diploma in Social Inclusion and Inclusive Education 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 inclusive education for children and adolescents
• The graphic, schematic, and practical contents with which they are created, provide 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
• 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

Through the content of this program, you will be able to enhance family involvement to positively influence student development”

The program includes, in its teaching staff, professionals from the sector who bring to this program the experience of their work, in addition to recognized specialists from prestigious reference societies and 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.

Develop activities within the classroom that improve the self-esteem of students who have been victims of bullying"

You will be able to study this program from anywhere you want, without having to attend an on-site center and from any device with an Internet connection"

This program has been designed under the current requirements of Inclusive Education, therefore, it is composed of a study plan that deepens in key elements such as cooperative teaching and measures of attention to diversity. It is a compendium of new and relevant information for the academic field. Inside, the professionals will find informative material, practical exercises based on real cases and complementary readings, all developed through cutting-edge audiovisual technologies that will make the program an immersive experience.

Acquire the basic fundamentals of inclusive education through this Postgraduate diploma”

Module 1. Inclusive education and social inclusion

1.1. Concept of Inclusive Education and its Key Elements

1.1.1. Conceptual Approach
1.1.2. Difference Between Integration and Inclusion

1.1.2.1. Integration Concept
1.1.2.2. Inclusion Concept
1.1.2.3. Difference Between Integration and Inclusion

1.1.3. Key Elements of Educational Inclusion

1.1.3.1. Key Strategic Aspects

1.1.4. The Inclusive School and the Education System

1.1.4.1. The Challenges of the Education System

1.2. Inclusive Education and Attention to Diversity

1.2.1. Concept of Attention to Diversity

1.2.1.1. Types of Diversity

1.2.2. Diversity and Educational Inclusion Measures

1.2.2.1. Methodological guidelines

1.3. Multilevel Teaching and Cooperative Learning

1.3.1. Key Concepts

1.3.1.1. Multilevel Teaching
1.3.1.2. Cooperative Learning

1.3.2. Cooperative Teams

1.3.2.1. Conceptualization of Cooperative Teams
1.3.2.2. Functions and Principles
1.3.2.3. Essential Elements and Advantages

1.3.3. Benefits of Multilevel Teaching and Cooperative Learning

1.3.3.1. Benefits of Multilevel Teaching
1.3.3.2. Benefits of Cooperative Learning

1.3.4. Barriers to the Implementation of Inclusive Schools

1.3.4.1. Political Barriers
1.3.4.2. Cultural Barriers
1.3.4.3. Didactic Barriers
1.3.4.4. Strategies to Overcome Barriers

1.4. Social Inclusion

1.4.1. Inclusion and Social Integration

1.4.1.1. Definition of Integration and Elements
1.4.1.2. Concept of Social Inclusion
1.4.1.3. Inclusion vs. Integration

1.4.2. Inclusion in Education

1.4.2.1. Social Inclusion at School

1.5. Inclusive School Assessment

1.5.1. Assessment Parameters

1.6. ICT and UDL in Inclusive Schools

1.6.1. Traditional Teaching Methods
1.6.2. ICT

1.6.2.1. Concept and Definition of ICT
1.6.2.2. Characteristics of ICT
1.6.2.3. Telematics Applications and Resources
1.6.2.4. ICT in the Inclusive School

1.6.3. Universal Design for Learning

1.6.3.1. What is DUA?
1.6.3.2. UDL Principles
1.6.3.3. The Application of the UDL to the Curriculum
1.6.3.4. Digital Resources and UDL

1.6.4. Digital Media to Individualize Classroom Learning

Module 2. Teacher preparation for Inclusive Schools

2.1. Historical and Teacher Education Evolution

2.1.1. The Old Paradigm: “Normal Schools”

2.1.1.1. What Do We Mean by Normal Schools?
2.1.1.2. Main Characteristics of Normal Schools
2.1.1.3. The Moyano Law

2.1.2. Teacher Training in the XX Century

2.1.2.1. Teacher Training at the Beginning of the Century
2.1.2.2. Teacher Training in 1914
2.1.2.3. Education in the Second Republic
2.1.2.4. Teacher Training During Franco's Dictatorship
2.1.2.5. The General Education Law of 1970
2.1.2.6. The Democratic Period LOGSE

2.1.3. Teacher Training in the XXI Century

2.1.3.1. Main Aspects of Teacher Training
2.1.3.2. New Challenges in Education

2.1.4. Legal Framework

2.1.4.1. International regulations

2.2. Contextualization of the Inclusive School

2.2.1. Main Features

2.2.1.1. Basic Principles
2.2.1.2. Objectives of Today's Inclusive School

2.3. Teacher Training for Inclusive Education

2.3.1. Previous Aspects to Consider

2.3.1.1. Basis and Purpose
2.3.1.2. Essential Elements of the Initial Training

2.3.2. Main Theories and Models
2.3.3. Criteria for the Design and Development of Teacher Education
2.3.4. Continuing education
2.3.5. Profile of the Teaching Professional
2.3.6. Teaching Skills in Inclusive Education

2.3.6.1. The Support Teacher Functions
2.3.6.2. Emotional Skills

2.4. Emotional Intelligence of Teachers

2.4.1. Emotional Intelligence Concept

2.4.1.1. Daniel Goleman's Theory
2.4.1.2. The Four Phase Model
2.4.1.3. Emotional Competencies Model
2.4.1.4. Emotional and Social Intelligence Model
2.4.1.5. Theory of Multiple Intelligences

2.4.2. Basic Aspects of Teachers' Emotional Intelligence

2.4.2.1. Emotions
2.4.2.2. Self-esteem
2.4.2.3. Self-Efficacy
2.4.2.4. The Development of Emotional Skills

2.4.3. Teacher Self-Care

2.4.3.1. Strategies to Self-Care

2.5. External Elements: Administrations, Resources and Family
2.6. Quality of Inclusive Education

2.6.1. Inclusion and Quality

2.6.1.1. Conceptualization of Quality
2.6.1.2. Dimensions in the Quality of Education
2.6.1.3. Quality Parameters in the Inclusive School

2.6.2. Successful Experiences

Module 3. The Role of the Family and the Community in Inclusive Schooling

3.1. The Diversity of Current Family Models

3.1.1. Definition of Family Concept
3.1.2. Evolution of Family Concept

3.1.2.1. The Family in the 21st Century

3.1.3. Family Models

3.1.3.1. Types of Family Models
3.1.3.2. Educational Styles in Family Models

3.1.4. Educational Attention to the Different Family Models

3.2. Family Involvement in the School

3.2.1. The Family and the School as Developmental Environments
3.2.2. The Importance of Cooperation between Educational Agents

3.2.2.1. The Management Team
3.2.2.2. The Teaching Team
3.2.2.3. The Family

3.2.3. Types of Family Participation

3.2.3.1. Direct Participation
3.2.3.2. Indirect Participation
3.2.3.3. Non-Participation

3.2.4. Parent Schools
3.2.5. The Parent-Teacher Association (PTA)
3.2.6. Difficulties in Participation

3.2.6.1. Intrinsic Participation Difficulties
3.2.6.2. Extrinsic Participation Difficulties

3.2.7. How to Improve Family Participation

3.3. The Family and the School as Developmental Environments
3.4. Society and Inclusive School
3.5. Learning Communities

3.5.1. Conceptual Framework of Learning Communities
3.5.2. Characteristics of Learning Communities
3.5.3. Creation of a Learning Community

3.6. Creation of a Learning Community

A unique, key, and decisive educational experience to boost your professional development”