Personaliza tu atención a los alumnos, adáptate a sus necesidades y sé parte imprescindible de su proceso de aprendizaje con este programa de TECH”

La diversidad que existe hoy en día en las aulas obliga a los docentes a aumentar su capacitación, adquiriendo habilidades necesarias que les permitan ofrecer una atención personalizada a sus alumnos. Por eso, con este programa, podrán perfeccionar sus destrezas educativas relacionadas con el abordaje del alumno con necesidades especiales.

De esta manera, es necesario entender que no todos los alumnos cuentan con las mismas condiciones físicas e intelectuales, por lo que es importante que las lecciones sean adaptadas a sus necesidades. Para ello, existen multitud de recursos didácticos novedosos adaptados a la etapa de Primaria, entre los que destaca el uso de las nuevas tecnologías.

El objetivo principal de esta titulación es capacitar a los docentes para que se manejen con soltura y exactitud en la enseñanza de esta etapa educativa. Para ello, el orden y distribución de las asignaturas y sus temas está especialmente diseñado para permitir que cada estudiante decida su dedicación y autogestione su tiempo. Además, dispondrá de materiales teóricos presentados mediante textos enriquecidos, presentaciones multimedia, ejercicios y actividades prácticas guiadas, vídeos motivacionales, clases magistrales y casos prácticos, donde podrá evocar de forma ordenada el conocimiento y entrenar la toma de decisiones que demuestre su capacitación dentro del ámbito de la enseñanza.

Esta titulación se distingue por poder cursarse en un formato totalmente online, lo que permite al alumno compaginar sus obligaciones personales y laborales con la enseñanza. Así, solo necesitará conexión a internet y un dispositivo electrónico para estudiar cuándo y desde dónde quiera.

Sumérgete en el estudio de este completo programa, en el que encontrarás todo lo que necesitas para adquirir un nivel profesional superior y competir con los mejores”

Esta Postgraduate diploma en Attention to Diversity in Primary Education contiene el programa educativo más completo y actualizado del mercado. Sus características más destacadas son:

• El desarrollo de casos prácticos presentados por expertos en Educación Especial
• Los contenidos gráficos, esquemáticos y eminentemente prácticos con los que está concebido recogen una información 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

Podrás acceder a los contenidos desde cualquier dispositivo fijo o portátil con conexión a Internet, lo que te permitirá estudiar desde dónde quieras adaptando tu vida laboral y personal al aprendizaje”

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 curso académico. Para ello, contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos.

Accede a las herramientas didácticas que necesitas para abordar al alumno con diversidad funcional y ofrécele un aprendizaje exitoso y de calidad"

Conviértete en un docente experto en Attention to Diversity in Primary Education con este programa 100% online"

The syllabus of this program has been designed taking into account the latest developments related to the Attention to Diversity in Primary Education in order to offer the most updated and complete contents of the market. Therefore, the student will acquire a broad perspective of Learning Difficulties in children, in addition to addressing this casuistry to provide personalized educational attention. A unique opportunity to grow professionally with the support of a highly prestigious teaching team. 

A curriculum designed by experts to offer a successful and quality learning"

Module 1. Learning Difficulties

1.1. Developmental psychology 

1.1.1. Physical or Motor Development 
1.1.2. Cognitive Development 
1.1.3. Language Development 
1.1.4. Emotional Development 

1.2. Mathematical Learning 

1.2.1. Definition and Conceptualization of Learning Difficulties (LD) 
1.2.2. Memory and Learning Difficulties 

1.3. Special Educational Needs and Inclusive Education 

1.3.1. The Inclusive School Movement Overcoming School Integration 
1.3.2. The Road to a School for All 
1.3.3. Promoting Inclusive Education in Early Childhood Education 

1.4. Learning Difficulties Related to Communication, Language, Speech and Voice Problems 

1.4.1. Oral Linguistic Pathology: Problems in the Communicative, Language, Speech and Voice domains
1.4.2. Language Problems 
1.4.3. Speech and Articulation Disorders 

1.5. Learning Difficulties Related to Reading and Writing 

1.5.1. Conceptualization of Dyslexia or Specific Reading Disorder
1.5.2. Characteristics of Dyslexia 
1.5.3. Reading Pathways and Types of Dyslexia 
1.5.4. Intervention Guidelines for Students with Dyslexia 
1.5.5. Other Learning Difficulties Related to Reading and Writing 

1.6. Learning Difficulties Related to Mathematics 

1.6.1. Conceptualization of the Specific Learning Disorder with Difficulties in Mathematics 
1.6.2. Etiology and Course of Difficulties in the Mathematical Field 
1.6.3. Types of Specific Mathematics Learning Disorders 
1.6.4. Characteristics of Specific Mathematics Learning Disorders 
1.6.5. Classroom Intervention Guidelines for Students with Specific Mathematics Learning Disorders 

1.7. Intellectual Disability 

1.7.1. Intellectual Disability Conceptualization 
1.7.2. Detection of Intellectual Disability in the Classroom 
1.7.3. Special Educational Needs of Learners with Intellectual Disabilities 
1.7.4. Intervention Guidelines in the Classroom for Students with Intellectual Disability 

1.8. High Abilities in the Classroom: Keys to Their Identification and Educational Development 

1.8.1. Is High Ability an Educational Problem? 
1.8.2. The Concept of High-Capacity Students Is It Possible to Define? 
1.8.3. Identifying High-Capacity Students 
1.8.4. Intervention for High-Capacity Students 

1.9. Learning Disabilities Related to Visual and Auditory Sensory Deficits 

1.9.1. Visual Impairment 
1.9.2. Developmental Characteristics of Infants with Visual Impairment 
1.9.3. Special Educational Needs of Visually Impaired Children 
1.9.4. Educational Intervention in the Classroom for Students with Visual Impairment 
1.9.5. Hearing Impairment 
1.9.6. Detection of Hearing Impaired Students in the Classroom 
1.9.7. Special Educational Needs of Hearing Impaired Children 
1.9.8. Intervention Guidelines in the Classroom for Hearing Impaired Students 

1.10. Motor Coordination Difficulties or Dyspraxias 

1.10.1. Conceptualization of Motor Disability
1.10.2. Conceptualization of Motor Coordination Difficulties or Dyspraxias 
1.10.3. Detection of Dyspraxias in the Classroom 
1.10.4. Classroom Intervention Guidelines for Students with Dyspraxias 

Module 2. Equality and Diversity in the Classroom 

2.1. Basic Concepts of Equality and Diversity

2.1.1. Equality, Diversity, Difference, Justice and Fairness
2.1.2. Diversity as Something Positive and Essential to Life
2.1.3. Relativism and Ethnocentrism
2.1.4. Human Dignity and Human Rights
2.1.5. Theoretical Perspectives on Diversity in the Classroom
2.1.6. Bibliographical References

2.2. Evolution from Special Needs Education to Inclusive Education in Pre-School Education 

2.2.1. Key Concepts from Special Education to Inclusive Education
2.2.2. Inclusive School Conditions
2.2.3. Promoting Inclusive Education in Early Childhood Education

2.3. Characteristics and Needs in Early Childhood  

2.3.1. Acquisition of Motor Skills  
2.3.2. Acquisition of Psychological Development  
2.3.3. Development of Subjectivation  

2.4. Exclusion in Schools  

2.4.1. The Hidden Syllabus  
2.4.2. Intolerance and Xenophobia  
2.4.3. How to Detect Bullying in the Classroom?
2.4.4. Bibliographical References  

2.5. Main Factors of School Failure  

2.5.1. Stereotypes and Prejudices  
2.5.2. Self-fulfilling Prophecies, the Pygmalion Effect  
2.5.3. Other Factors Influencing School Failure  
2.5.4. Bibliographical References  

2.6. Inclusive School and Interculturality  

2.6.1. The School as an Open Entity  
2.6.2. Dialogue  
2.6.3. Intercultural Education and Attention to Diversity  
2.6.4. What is Intercultural Schooling?
2.6.5. Problems in the School Environment  
2.6.6. Performance  
2.6.7. Proposals on Interculturality to Work in the Classroom  
2.6.8. Bibliographical References  

2.7. Digital Exclusion in the Digital Information Society  

2.7.1. Transformations in the Digital Information Society  
2.7.2. Access to Information  
2.7.3. Web 2.0: from Consumers to Creators  
2.7.4. Risks Associated with the Use of ICTs  
2.7.5. The Digital Divide: A New Type of Exclusion  
2.7.6. Education in the Face of Digital Exclusion  
2.7.7. Bibliographical References  

2.8. The Inclusion of ICT in the Diverse School  

2.8.1. School Inclusion and Digital Inclusion  
2.8.2. Digital Inclusion at School, Advantages and Requirements  
2.8.3. Changes in the Conception of the Educational Process  
2.8.4. Transformations in Teacher and Student Roles  
2.8.5. ICT as an Element of Attention to Diversity  
2.8.6. The Use of ICTs for Students with Educational Developmental Support Needs  
2.8.7. Bibliographical References 

2.9. Active Learning Methodologies with ICTs  

2.9.1. Introduction and Objectives  
2.9.2. ICT and the New Educational Paradigm: Personalization of Learning  
2.9.3. Active Methodologies for Effective ICT Learning  
2.9.4. Learning by Research  
2.9.5. Collaborative and Cooperative Learning  
2.9. 6. Problem- and Project-Based Learning  
2.9.7. Flipped Classroom
2.9.8. Strategies for Choosing the Right ICT for Each Methodology:  Multiple Intelligences and Learning Landscapes  
2.9.9. Bibliographical References  

2.10. Collaborative Learning and Flipped Classroom  

2.10.1. Introduction and Objectives  
2.10.2. Definition of Collaborative Learning  
2.10.3. Differences with Cooperative Learning  
2.10.4. Tools for Cooperative and Collaborative Learning: Padlet  
2.10.5. Definition of Flipped Classroom  
2.10.6. Didactic Actions for Programming Flipped Classroom  
2.10.7. Digital Tools to Create your Flipped Classroom  
2.10.8. Reversed Classroom Experiences  
2.10.9. Bibliographical References  

Module 3. History, Current Situation and Future Outlook of Special Education 

3.1. Background and First Experiences of Special Needs Education 

3.1.1. Historical Contextual Framework of Special Education 
3.1.2. First Educational Experiences with People with Hearing Impairment 
3.1.3. First Educational Experiences with Persons with Visual Impairment 
3.1.4. First Educational Experiences with Persons with Mental Impairment 7.1.5. 

3.2. The Era of Institutionalization: The Transition from Medical to Pedagogical Care 

3.2.1. The Era of Institutions 
3.2.2. From Medical Care to Psycho-Pedagogical Care 

3.3. The Era of Normalization and Consequent Social and School Integration 

3.3.1. Ideology of Normalization 
3.3.2. Principle of Educational Integration 
3.3.3. Warnock Report (1978) 
3.3.4. Characteristics of the NNE concept 
3.3.5. Historical Background 

3.4. Special Education in Conventional Centers 

3.4.1. Special Needs Education and Conventional Centers 
3.4.2. Organization and Structure of the Conventional Center 

3.5. Special Education in Specific Centers 

3.5.1. Organization and Structure of the Specific Center 

3.6. Collaboration Between Conventional Services and Specific Services 

3.6.1. Resources Internal and External to the School 
3.6.2. Collaboration Between Conventional Services and Specific Services 
3.6.3. Educational Guidance Teams 

3.7. Students with Special Educational Needs 

3.7.1. Students with Special Educational Needs 
3.7.2. Sensory Disabilities 
3.7.3. Psychic Disabilities 
3.7.4. Motor Impairment 
3.7.5. Intellectual Giftedness 
3.7.6. Language Disorders 

3.8. School and Social Inclusion 

3.8.1. The Transition from Integration to Inclusion 
3.8.2. Critical Reflection of the Current Outlook 
3.8.3. New Realities 
3.8.4. New Paradigms 

3.9. Family Involvement in Inclusive Education 

3.9.1. Family Roles 
3.9.2. Roles of The School 
3.9.3. Family-School Alliance 

Module 4. Organization, Legislation, Resources and Financing of Special Needs Education

4.1. Organization, Legislation, Resources and Financing of Special Needs Education 

4.1.1. Causes of Diversity 
4.1.2. Schooling Alternatives for Student Care 
4.1.3. Factors Favoring Educational Integration 
4.1.4. Diversity Care Plan 
4.1.5. Detection and Evaluation of Special  Educational Needs 
4.1.6. Organizational Measures for SEN Students Care 
4.1.7. Curricular Measures for SEN Students Care 
4.1.8. Tutorial action plan 

4.2. Educational Integration and the Different Modalities of Schooling 

4.2.1. Theoretical Fundamentals of Integration 
4.2.2. Modalities of Schooling 

4.3. Organization of Special Needs Education Schools

4.3.1. General Objectives 
4.3.2. Conditions for Admission and Choice of School 
4.3.3. Ages and Student Grouping 
4.3.4. Governing Bodies 
4.3.5. Organizing the School Year 
4.3.6. Curriculum 
4.3.7. Methodology and Materials 
4.3.8. Promotion of the Student Body 
4.3.9. Educational and Vocational Guidance: Training-Employment Relationships 
4.3.10. Certification 
4.3.11. Private Education 

4.4. Special Education Resource Centers

4.4.1. Educational Resource Centers 
4.4.2. Objectives of the ERC 
4.4.3. Functions of the ERC 
4.4.4. Services that ERC Offer 
4.4.5. Organizational Structure of ERC 
4.4.6. Action Protocol for an ERC 

4.5. Regulatory Milestones in Diversity Management 

4.5.1. Special and Specific Educational Needs 
4.5.2. A New Model of Special Needs Education 
4.5.3. The Term Special Educational Needs 
4.5.4. Students with Specific Educational Support Needs 

4.6. Organization of Services Complementary to Educational Services 

4.6.1. The Need for Support Services 
4.6.2. Educational Inspection 
4.6.3. Guidance Services 
4.6.4. Counseling, Specialized Support and Resource Centers 
4.6.5. Teacher and Resource Centers 

4.7. Some Resources Available for Special Educational Needs 

4.7.1. Accessibility 
4.7.2. Aspects of Accessibility in Education 
4.7.3. Material for the Visually Impaired Student 
4.7.4. Material for the Hearing Impaired Student 
4.7.5. Material for Students with Motor Disabilities 
4.7.6. Materials for Students with Developmental Disorders 

4.8. Internet: Applications of Interest for Special Education 

4.8.1. Digital Divide and Digital Inclusion 
4.8.2. Accessibility and Information and Communication Technologies (ICT) 
4.8.3. Web Accessibility Initiative (WAI) Guidelines

Advance your career and become the Special Education expert you want, don't miss the opportunity"