Update your knowledge about social exclusion with a modern vision and a syllabus that covers the student, the classroom, the center, the law and the educational system"

Each child has different characteristics, interests and abilities. Educational systems and programs must take this diversity into account. Therefore, the centers have the obligation to respond to the different educational needs in school and out-of-school pedagogical contexts.

In this sense, this Postgraduate diploma aims to provide an updated vision of inclusive education. Understanding the risk that certain situations pose for students, and providing the most appropriate tools and techniques in each case.

To do this, we will delve into students with special needs and high abilities, as well as those who are suffering from external circumstances. Defining, for each case, the aspects that impede the follow-up of the sessions and the most appropriate procedures. In addition, some very useful concepts and techniques such as cooperative learning or coeducation will be explained. Always, with the intention that psychologists update their knowledge in the field of social exclusion.

These contents will be taught in a 100% online modality, without timetables and with the syllabus available in its entirety from the first day. In this way, organization and personal and work conciliation are favored, and, consequently, learning.

This program will allow you to work according to the most innovative techniques of guidance in the educational field"

This Postgraduate diploma in Detection of Social Exclusion in the Educational Environment contains the most complete and up-to-date scientific program on the market. The most important features include:

• The development of case studies presented by experts in the detection of social exclusion in the educational field
• 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
• 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

Students coming from shelters have socialized very differently from their peers. This program offers you the most innovative techniques to deal with their situation"

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 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.

Enroll and update yourself with the latest legislation so that your intervention in cases of social exclusion is always in accordance with current regulations"

By taking this program you will delve into the particularities of foster care for minors. Both from the parental perspective and from the children's perspective"

The structure of the contents has been designed by a team of professionals from the best centers and universities in the country. Teachers and psychologists who recognize the education system as an area of social exclusion and try to provide solutions.

Always, based on the most current academic contents and in their extensive experience as teachers, counselors and psychologists.

This comprehensive program provides an overview of the evolution of special education to understand the current moment"

Module 1. The Educational System as an Area of Social Exclusion

1.1. Exclusion in Education

1.1.1. Conception of Current Education

1.1.1.1. Traditional Education
1.1.1.2. Evolution and Problems; European Schools
1.1.1.3. Other Educational Models

1.1.2. Educational Exclusion

1.1.2.1. Concept of Educational Exclusion
1.1.2.2. Justifications for Exclusion

1.2. Inclusive Schools and Attention to Diversity

1.2.1. Current School Model (Successful Educational Actions in Compulsory Centers, Special Education Centers, Singular Educational Performance Centers)

1.2.1.1. Educational Inclusion
1.2.1.2. Attention to Diversity

1.2.2. Organization of the Educational Response

1.2.2.1. At the Educational System level
1.2.2.2. At Center Level
1.2.2.3. At Classroom Level
1.2.2.4. At Student Level

1.3. Special Educational Needs (SEN) Students

1.3.1. Evolution of EE in the Last Decades

1.3.1.1. The Institutionalization of Special Education (Medical Model)
1.3.1.2. Clinical Model
1.3.1.3. Standardization of Services
1.3.1.4. Pedagogical Model
1.3.1.5. Particular Features that Have Characterized the Evolution of  Special Education

1.3.2. Definition of Children with SEN

1.3.2.1. At the Educational Level
1.3.2.2. At Social Level

1.3.3. Students with SEN in the Educational Environment

1.3.3.1. Specific Learning Difficulties
1.3.3.2. ADHD
1.3.3.3. High Intellectual Potential
1.3.3.4. Late Incorporation into the Educational System
1.3.3.5. Personal or School History Conditions
1.3.3.6. Students with SEN

1.3.4. Organization of the Educational Response for this Student Body
1.3.5. Main SEN by Areas of Development of the Students with Special Education Needs

1.4. Students with High Abilities

1.4.1. Models Definition
1.4.2. Precocity, Talent, Giftedness
1.4.3. Identification and SEN
1.4.4. Educational Response

1.4.4 1. Acceleration
1.4.4 2. Grouping
1.4.4 3. Enrichment Programs
1.4.4 4. Ordinary Measures Center
1.4.4 5. Ordinary Measures Classroom
1.4.4 6. Extraordinary Measures

1.5. Inclusion and Multiculturalism

1.5.1. Conceptualization
1.5.2. Strategies to Respond to Multiculturality

1.5.2.1. Classroom Strategies
1.5.2.2. Internal and External Classroom Support
1.5.2.3. Adequacy to the Curriculum
1.5.2.4. Organizational Aspects
1.5.2.5. Center-Environment Cooperation
1.5.2.6. Collaboration from the Institution

1.6. Cooperative Learning

1.6.1. Theoretical Basis/Approaches

1.6.1.1. Socio-Cognitive Conflict
1.6.1.2. Conceptual Controversies
1.6.1.3. Help Between Schoolchildren
1.6.1.4. Interaction and Cognitive Processes

1.6.2. Cooperative Learning

1.6.2.1. Concept
1.6.2.2. Features
1.6.2.3. Components
1.6.2.4. Advantages

1.6.3. Team Specialization
1.6.4. Cooperative Learning Techniques

1.6.4.1. Jigsaw Technique
1.6.4.2. Team Learning
1.6.4.3. Learning Together
1.6.4.4. Group Research
1.6.4.5. Co-op co-op
1.6.4.6. Guided or Structured Cooperation

1.7. Coeducation

1.7.1. What is Meant by Coeducation

1.7.1.1. Homophobia
1.7.1.2. Transphobia
1.7.1.3. Gender-Based Violence
1.7.1.4. How to Work on Equality in the Classroom (Prevention in the Classroom)

1.8. The Social Climate in the Classroom

1.8.1. Definition
1.8.2. Influencing Factors

1.8.2.1. Social Factors
1.8.2.2. Economic factors
1.8.2.3. Demographic Factors

1.8.3. Key Agents

1.8.3.1. The Role of the Teacher
1.8.3.2. The Role of the Student
1.8.3.3. The Importance of Families

1.8.4. Assessment
1.8.5. Intervention Programs

Module 2. The child protection system

2.1. Legislative and Conceptual Framework

2.1.1. International Regulations

2.1.1.1. Declaration of Rights of the Child
2.1.1.2. Principles of the United Nations General Assembly
2.1.1.3. United Nations Convention on the Rights of the Child
2.1.1.4. Other Regulations

2.1.2. Legislative Developments in Spain BORRAR

2.1.2.1. The Spanish Constitution BORRAR
2.1.2.2. Organic Law 1/96 on the Legal Protection of Minors
2.1.2.3. The Civil Code and Law 21/87 from Which it is Modified
2.1.2.4. Organic Law 8/2015, on the Modification of the Child and Adolescent Protection System
2.1.2.5. Law 26/2015 on the Modification of the Child and Adolescent Protection System

2.1.3. Basic Principles of Protective Intervention
2.1.4. Basic Concepts of the Child Protection System

2.1.4.1. Concept of Protection
2.1.4.2. Concept of Vulnerability
2.1.4.3. Risk Situations
2.1.4.4. Helpless Situation
2.1.4.5. Safeguarding
2.1.4.6. Guardianship
2.1.4.7. The Best Interest of the Child

2.2. Foster Care for Minors

2.2.1. Theoretical and Conceptual Framework

2.2.1.1. Historical Evolution BORRAR
2.2.1.2. Theories of Intervention with Families

2.2.2. Types of Family Foster Care

2.2.2.1. Kinship Foster Care
2.2.2.2. Family Placement Foster Care

2.2.3. Stages of Family Foster Care

2.2.3.1. Purpose of the Family Foster Care
2.2.3.2. Principles of Action
2.2.3.3. Stages of the Intervention

2.2.4. Foster Care from the Child's Perspective

2.2.4.1. Preparation for Foster Care
2.2.4.2. Fears and Resistance
2.2.4.3. Family Foster Care and Family of Origin

2.3. Residential Foster Care for Minors

2.3.1. Definition and Typology of Juvenile Centers

2.3.1.1. Reception Centers
2.3.1.2. Reception Centers II
2.3.1.3. Functional Homes
2.3.1.4. Emancipation Centers
2.3.1.5. Day Centers for Labor Market Insertion
2.3.1.6. Day Care Centers for Convivial and Educational Support
2.3.1.7. Reform Centers

2.3.2. Residential care: principles and criteria

2.3.2.1. Protective Factors
2.3.2.2. Resident Children Needs

2.3.3. Main Areas of Intervention from the Centers

2.3.3.1. Stages of the Intervention
2.3.3.2. Children Rights and Responsibilities
2.3.3.3. Group Intervention
2.3.3.4. Individual Intervention

2.3.4. Children Profiles

2.3.4.1. Behavioral and Mental Health Problems
2.3.4.2. Filio-Parental Violence
2.3.4.3. Juvenile Offenders
2.3.4.4. Unaccompanied Foreign Minors
2.3.4.5. Accompanied Foreign Minors
2.3.4.6. Preparation for Independent Living

2.4. Adopting Children

Module 3. Educational Environment for Students under Guardianship

3.1. Characteristics of the Supervised Student

3.1.1. Characteristics of Children under Guardianship
3.1.2. How the Profile of Foster Children Affects the School Environment
3.1.3. The Approach from the Educational System

3.2. Students in Foster Care and Adoption

3.2.1. The Process of Adaptation and Integration to the School
3.2.2. Student Needs

3.2.2.1. Adopted Children Needs
3.2.2.2. Foster Care Children Needs

3.2.3. Collaboration Between School and Families

3.2.3.1. School and Adoptive Families
3.2.3.2. School and Foster Families

3.2.4. Coordination Between the Social Agents Involved

3.2.4.1. The School and the Protection System (Administrations, Monitoring Entities)
3.2.4.2. The School and the Health System
3.2.4.3. School and Community Services

3.3. Foster Care Center Students

3.3.1. The Integration and Adaptation in School
3.3.2. Residential Foster Care Children Needs
3.3.3. Collaboration Between School and Protection Centers

3.3.3.1. Collaboration Between Administrations
3.3.3.2. Collaboration Between the Teaching Team and the Center's Educational Team

3.4. Life History Work

3.4.1. What Do We Mean by Life History?

3.4.1.1. Areas to be Covered in the Life History

3.4.2. Support in Life History Work

3.4.2.1. Technical Support
3.4.2.2. Family Support

3.5. Educational Itineraries

3.5.1. Compulsory Education

3.5.1.1. The Legislative treatment of Students in Guardianship or at Risk of Exclusion

3.5.2. Secondary Education BORRAR

3.5.2.1. Intermediate Level Training Cycles
3.5.2.2. Baccalaureate

3.5.3. Higher Education

3.6. Alternatives After Reaching Legal Age

3.6.1. Socio-Labor Insertion

3.6.1.1. The Concept of Socio-Labor Insertion
3.6.1.2. Orientation
3.6.1.3. Professional Training and Specialization

3.6.2. Other Alternatives

The relearning methodology employed by TECH favors the assimilation of the syllabus, without having to invest excessive hours in study of it"