Esta Postgraduate diploma te dará las claves para identificar los tipos de trastornos en el aprendizaje, como las dislexias, las discalculias, las disgrafías, o el TDAH”

Las habilidades cognitivas permiten al individuo pensar, conocer, almacenar información, organizarla y transformarla. Es decir, sin estas capacidades, el ser humano no podría desarrollarse de forma natural en sociedad. En las aulas se da el caso de que muchos menores, sufren trastornos en el aprendizaje, lo que también les afecta emocionalmente y limitan su desarrollo educativo y personal. Por esta razón, TECH ha diseñado una titulación que pretende reforzar, ampliar y actualizar los conocimientos neuropsicológicos de los egresados en Psicología para que proyecten su carrera profesional y optimicen sus servicios en centros educativos.

Este programa profundiza en los protocolos de actuación sobre las patologías de DA en centros educaciones formales y no formales, en las estrategias de intervención de las dificultades del aprendizaje en educación obligatoria y en el DSM-5, entre otros muchos aspectos. Todo ello, con una titulación 100% online, que cuenta con el respaldo de un equipo docente versado en el área científico educativa. Además, gracias a la metodología Relearning, que aplica TECH, se exime al alumnado de largas horas de estudio y se le da la posibilidad de instruirse de forma progresiva y continuada para una asimilación de conceptos más efectiva.

Asimismo, esta Postgraduate diploma se desarrolla en tan solo 6 meses para agilizar el proceso académico y dotar de habilidades a los alumnos a través de ejercicios teórico-prácticos y simulación de casos reales que les preparen para su aplicación práctica profesional. Se trata de una ocasión única para aquellos especialistas que deseen adquirir una titulación universitaria de calidad y a su alcance, con tan solo un clic.

Un programa 100% online, riguroso y flexible que no depende de horarios prefijados para que puedas seguir la enseñanza desde donde y cuando quieras”

Esta Postgraduate diploma en LD Assessment and Intervention contiene el programa más completo y actualizado del mercado. Sus características más destacadas son:

• El desarrollo de casos prácticos presentados por expertos en Psicología y educación
• Los contenidos gráficos, esquemáticos y eminentemente prácticos con los que está concebido recogen una información y práctica sobre aquellas disciplinas indispensables para el ejercicio profesional
  Los ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje
• Su especial hincapié en metodologías innovadoras
• Las lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual
• La disponibilidad de acceso a los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet

Obtén materiales teórico-prácticos para comprender cuáles son las limitaciones socioeducativas que implican los trastornos de las DA”

El programa incluye en su cuadro docente a profesionales del sector 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 profesional deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del programa. Para ello, contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos.

Atiende a las herramientas tecnológicas que pueden promover la rehabilitación de pacientes con discapacidad auditiva en centros escolares"

Adéntrate en las claves de la detección temprana de NEAE y su desarrollo dentro del marco educacional contemporáneo"

The content of this Postgraduate diploma has been carefully designed by the teaching team specialized in Psychology and Education. They are professionals who have participated in large teaching projects in collaboration with nationally recognized entities such as La Caixa. Their extensive experience in the pediatric and geriatric sector, makes the specialization of this program rigorous and has all the knowledge experienced in its own performance scenario. The syllabus of this program is developed around the intervention strategies for learning difficulties in compulsory education, the protocols of action on LD pathologies in formal and non-formal educational centers and the DSM-5. In addition, the Relearning system, based on content repetition, exempts specialists from long hours of memorization and allows a progressive and easy study of the subject.

Adapt the study of the program to your personal and professional needs and increase your knowledge while working in or out of the field"

Module 1. Concept, Characteristics, Assessment and Intervention in Learning Difficulties in Compulsory Education

1.1. Learning Difficulties Categories and Classification

1.1.1. Learning Difficulties (LD) Definition and concept
1.1.2. Specific Learning Difficulties (SLD) Definition and concept
1.1.3. Special Educational Needs (SEN) Definition and concept
1.1.4. Specific Educational Support Needs (SNES) Definition and concept
1.1.5. Legal Framework and Diagnostic Categories Included and Excluded from State Support for SEN in Spain

1.2. Dyslexia

1.2.1. Concept
1.2.2. Features
1.2.3. Evaluation. Difference between Reading Delay and Dyslexia
1.2.4. Dyslexia Intervention in Schools
1.2.5. Dyslexia and ADHD

1.3. Dyscalculia

1.3.1. Concept
1.3.2. Features
1.3.3. Assessment
1.3.4. Dyslexia Intervention in Schools
1.3.5. Dyscalculia and ADHD

1.4. Dysgraphia

1.4.1. Concept
1.4.2. Features
1.4.3. Assessment
1.4.4. Dysgraphia Intervention in Schools
1.4.5. Dysgraphia and ICT

1.5. ADHD

1.5.1. Concept
1.5.2. Features
1.5.3. Assessment
1.5.4. ADHD Intervention in Schools
1.5.5. ADHD and ICT

1.6. Severe Behavioral Disorder

1.6.1. Concept
1.6.2. Etiology
1.6.3. Assessment
1.6.4. Behavioural Disorder Intervention in Schools
1.6.5. Severe Behavioral Disorder and Associated Disorders

1.7. Visual and Hearing Impairment

1.7.1. Visual Impairment Concept
1.7.2. Visual Impairment Assessment in Educational Psychology
1.7.3. Visual Impairment Intervention in Schools
1.7.4. Hearing Impairment Concept
1.7.5. Hearing Impairment Assessment in Educational Psychology
1.7.6. Hearing Impairment Intervention in Schools
1.7.7. ICT Disability

1.8. Motor Disability

1.8.1. Concept
1.8.2. Features
1.8.3. Evaluation in Educational Centers: Specific Center Collaboration
1.8.4. Motor Impairment Intervention in Schools

1.9. High Abilities

1.9.1. Concept
1.9.2. Main Characteristics. Why is it Considered a LD?
1.9.3. Evaluation in Educational Centers: Specific Center Collaboration
1.9.4. High Ability Intervention in Schools. Specific Programs in Educational Centers

1.10. SCSH and Minors in a Socio-Educationally Disadvantaged Situation

1.10.1. SCSH Concept
1.10.2. Evaluation in Educational Centers: Specific Center Collaboration
1.10.3. Intervention in Children with Special Requirements in their School History
1.10.4. Socio-Educational Disadvantages and LD
1.10.5. Evaluation in Educational Centers: Specific Center Collaboration
1.10.6. Visual Impairment Intervention in Schools

Module 2. Protocols and Frameworks for the Diagnosis and Evaluation of Learning Difficulties in Formal Education Centers

2.1. Concept, Evolution and Diagnostic Criteria Early SEN Detection Legal Framework in Spain

2.1.1. Diagnostic Criteria Concept and Evolution of LD
2.1.2. Early Detection and Action Frameworks
2.1.3. LD Evaluation in Formal Education Centers

2.2. Evaluation Protocols in Formal Education Centers

2.2.1. Action Protocols for Early Childhood and Primary Schools
2.2.2. Protocol in Elementary School, Middle School, and High School
2.2.3. What About SEN at the Post-Compulsory Levels of Education?

2.3. Professional Practice Legislation for Learning Difficulties

2.3.1. Legal Framework in Spain
2.3.2. Other Related Legislation Specific Regulations

2.4. Cognitive Functions and their Subprocesses

2.4.1. Main Cognitive Functions to be Assessed in LD
2.4.2. Reading and its Subprocesses
2.4.3. Writing and its Subprocesses
2.4.4. Attention and Perception and their Subprocesses

2.5. Standardized Reading Tests

2.5.1. Global Reading
2.5.2. Reading Comprehension
2.5.3. Reading Research

2.6. Standardized Writing Tests

2.6.1. Access Routes to Lexicon
2.6.2. Writing Composition
2.6.3. Writing Research

2.7. Standardized Attention and Perception Tests

2.7.1. Types of Tasks that Assess Each Attention Aspect: Sustained Attention, Divided Attention, Selective Attention
2.7.2. Global Attention Assessment Tests
2.7.3. Attention Research

2.8. Standardized Memory Tests

2.8.1. Working Memory.
2.8.2. Other Types of Memory
2.8.3. Memory Research

2.9. Basic Competency Assessment Tools for Elementary Education

2.9.1. Test Kits for the First and Second Cycle of Elementary Education
2.9.2. Competency Assessment Tools for Other Educational Levels
2.9.3. Research Framework for Basic Skill Testing

2.10. Complementary Evaluation Protocols in the Educational Field

2.10.1. Non-Formal Education Evaluation
2.10.2. Competency Assessment in Higher Education
2.10.3. Evaluation of Teaching Skills

Module 3. Concept, Characteristics, Assessment and Intervention in Developmental Disorders in Compulsory Education

3.1. Introduction to Developmental Disorders

3.1.1. What is a Developmental Disorder?
3.1.2. Developmental Disorders in the DSM-5
3.1.3. Learning Difficulties that May Occur in Relation to Developmental Disorders

3.2. Communication and Language Disorders

3.2.1. Communication and Language Disorder Concept
3.2.2. Specific Language Disorder (SLD)
3.2.3. Assessment and Intervention of Simple Language Delay
3.2.4. Educational Context Intervention

3.3. Concept, Assessment and Speech Disorder Intervention

3.3.1. Aphasia
3.3.2. Dyslalia
3.3.3. Dysglossia
3.3.4. Dysarthria
3.3.5. Dysphemia
3.3.6. Dysphonia

3.4. Autism Spectrum Disorders

3.4.1. Autism Spectrum Disorders: Diagnosis and Assessment
3.4.2. Family Intervention in ASD
3.4.3. Psychological and Educational Intervention in ASD

3.5. Pervasive Developmental Disorders (PDD)

3.5.1. Pervasive Developmental Disorders: Diagnosis and Classification
3.5.2. PDD Evaluation
3.5.3. PDD Intervention, Techniques and Programs

3.6. Attention Deficit Disorder, Dissocial Disorder and Oppositional Defiant Disorder

3.6.1. ADHD. Concept and Evaluation
3.6.2. Dissocial Disorder: Concept and Assessment
3.6.3. Oppositional Defiant Disorder: Concept and Assessment
3.6.4. General Guidelines for Classroom Educational Intervention

3.7. Concept, Evolution and Historical Concept of Intellectual Disability

3.7.1. The Concept of Disability
3.7.2. Historical Evolution of Disability
3.7.3. Intellectual Disability and its Classification
3.7.4. Developmental Characteristics of Children with Intellectual Disabilities
3.7.5. Guidelines for Psycho-Educational Intervention in the Classroom

3.8. Diagnosis and Evaluation of Intellectual Disability in Educational Institutions

3.8.1. Intellectual Disability Diagnosis
3.8.2. Psycho-Educational Assessment and Classroom Intervention

3.9. Concept, Classification and Detection of Visual and Hearing Impairment in the Educational Environment

3.9.1. Visual Impairment Concept and Types
3.9.2. Most Frequent Visual Diagnoses in Educational Centers
3.9.3. Visual Impairment Detection in Educational Centers
3.9.4. Guidelines for Psycho-Educational Classroom Intervention with Children with Visual and Hearing Impairment. Reading The Braille System Spanish Sign Language (LSE)

3.10. Concept, Classification and Intervention Guidelines for Children with Motor Disabilities

3.10.1. Motor Disability Concept and Types
3.10.2. Motor Diagnosis
3.10.3. Guidelines for Psycho-Educational Classroom Intervention with Children with Visual and Hearing Impairments

Become a specialist in psychoeducational assessment and intervention in the classroom, thanks to this program focused on LD"