Conoce los últimos avances en Dyslexia and SLI”

Esta Postgraduate diploma en Dyslexia and SLI generará una sensación de seguridad en el desempeño de tu profesión, que te ayudará a crecer personal y profesionalmente”

El logopeda ha de estar actualizado en la detección, valoración en intervención en estos trastornos. Según el MEC, el 8% del alumnado, probablemente, presentaría retraso lector mientras que entre un 1 y un 2% padecerían dislexia. Por otro lado, en el caso del TEL, es más difícil establecer una prevalencia exacta, que se situaría entre el 1 y 7 %, ya que suele ir ligado a otros trastornos.

El profesional de la logopedia ha de conocer las necesidades educativas específicas que se derivan de los trastornos del lenguaje tipo TEL y Dislexia, cómo identificarlos, cuál es su idiosincrasia en cuanto a signos o características observables y qué modelos de intervención tanto directa como indirecta son los más adecuados, siendo todos ellos aspectos clave para todo proceso de reeducación logopédica, más aún en este tipo de realidades que suelen correlacionar con dificultades de aprendizaje tanto en la comprensión como en la expresión, tanto a nivel oral como escrito.

Las bases neuroanatómicas y neuropsicológicas del lenguaje aportan evidencia sobre el funcionamiento desviado o atípico en el proceso de adquisición y desarrollo del lenguaje. Los especialistas en logopedia son los encargados de coordinar acciones con el resto de agentes educativos para dar respuesta a estas logopatías y actuar en los diferentes contextos tanto clínicos como educativos.
La logopedia es una disciplina sanitaria que se encarga del estudio, prevención, valoración e intervención sobre los trastornos del habla, lenguaje y comunicación, así como de otras patologías asociadas. El logopeda, en su labor cotidiana, necesita de recursos amplios y actualizados para rentabilizar su intervención y normalizar patrones comunicativos que interfieren en el aprendizaje y en el normodesarrollo.

Este programa está diseñado por y para logopedas con amplios conocimientos y experiencia en sus respectivos campos, específicamente en la dimensión psicolingüística que acompaña a estos trastornos. El objetivo de este programa, es que una vez finalizado seas capaz de identificar y tratar los trastornos del lenguaje que aquí se presentan. Al tratarse de dificultades que inciden tanto sobre el proceso de enseñanza y aprendizaje de los alumnos, será fundamental contar con la participación de todos los agentes educativos y la colaboración multidisciplinar, también de compañeros de otras disciplinas sanitarias.

Actualiza tus conocimientos a través del programa de Postgraduate diploma en Dyslexia and SLI”

Esta Postgraduate diploma en Dyslexia and SLI contiene el programa científico más completo y actualizado del mercado. Las características más destacadas del curso son:

• Desarrollo de casos prácticos presentados por expertos. en Dyslexia and SLI. Sus contenidos gráficos, esquemáticos y eminentemente prácticos con los que están concebidos, recogen una información científica y práctica sobre aquellas disciplinas indispensables para el ejercicio profesional.
• Novedades sobre detección e intervención en Dyslexia and SLI
• Contiene ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje.
• Sistema interactivo de aprendizaje basado en algoritmos para la toma de decisiones sobre las situaciones planteadas.
• Con especial hincapié en metodologías basadas en la evidencia en Dyslexia and SLI
• Todo esto se complementará con lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual.
• Disponibilidad de los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet.

Esta Postgraduate diploma puede ser la mejor inversión que puedes hacer en la selección de un programa de actualización por dos motivos: además de poner al día tus conocimientos en trastornos del lenguaje dislexia y el trastorno específico del lenguaje, obtendrás un título de Postgraduate diploma por la mayor Universidad Digital del mundo, TECH”

Incluye en su cuadro docente profesionales pertenecientes al ámbito de la trastornos del lenguaje dislexia y el trastorno específico del lenguaje, que vierten en esta formación la experiencia de su trabajo, además de reconocidos especialistas pertenecientes a sociedades de referencia y universidades de prestigio.

Gracias a su contenido multimedia elaborado con la última tecnología educativa, permitirán al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará un aprendizaje inmersivo programado para entrenarse ante situaciones reales.

El diseño de este programa está basado en el aprendizaje basado en problemas, mediante el cual el alumno deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del curso. Para ello, el alumno contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo de la trastornos del lenguaje dislexia y el trastorno específico del lenguaje y con gran experiencia docente.

Aumenta tu seguridad en la toma de decisiones actualizando tus conocimientos a través de esta Postgraduate diploma”

Aprovecha la oportunidad para conocer los últimos avances en Dyslexia and SLI y mejorar la formación de tus alumnos”

Both the structure and the content of this Postgraduate diploma have been developed by the teaching team, including the most exhaustive and innovative information in the sector. Thanks to this, it has been possible to develop a specialized syllabus based on the latest pedagogical and speech therapy advances. In addition, hours of high-quality additional material are included, presented in different formats and compacted into a convenient and accessible 100% online program. This way, students will be able to access the program whenever they want and from any device with an Internet connection. 

Expert syllabus and quality content are the key to your learning success” 

 Module 1. Basis of Speech and Language Therapy

1.1. Introduction to the Professional Master's Degree and to the Module

1.1.1. Introduction to the Professional Master's Degree
1.1.2. Introduction to the Module
1.1.3. Previous Aspects of the Language
1.1.4. History of the Study of Language
1.1.5. Basic Theories of Language
1.1.6. Research in Language Acquisition
1.1.7. Neurological Bases of Language Development.
1.1.8. Perceptual Bases in Language Development
1.1.9. Social and Cognitive Bases of Language

1.1.9.1. Introduction
1.1.9.2. The Importance of Imitation

1.1.10 Final Conclusions

1.2. What is Speech Therapy?

1.2.1. Speech Therapy

1.2.1.1. Concept of Speech Therapy
1.2.1.2. Concept of Speech Therapist

1.2.2. History of Speech Therapy
1.2.3. Speech Therapy in Spain

1.2.3.1. Importance of the Speech Therapy professional in Spain
1.2.3.2. Is the Speech Therapist valued in Spain?

1.2.4. Speech Therapy in the rest of the World

1.2.4.1. Importance of the Speech Therapy Professional in the rest of the World
1.2.4.2. What are Speech Therapists called in other countries?
1.2.4.3. Is the figure of the Speech Therapist valued in other Countries?

1.2.5. Functions of the Speech-Language Pathologist

1.2.5.1. Functions of the Speech Therapist according to the BOE
1.2.5.2. The Reality of Speech Therapy

1.2.6. Areas of Intervention of the Speech Therapist

1.2.6.1. Areas of Intervention According to the BOE
1.2.6.2. The Reality of the Speech-Language Pathologist's areas of intervention

1.2.7. Forensic Speech Therapy
1.2.7.1. Initial Considerations
1.2.7.2. Concept of Forensic Speech Therapist
1.2.7.3. The Importance of Forensic Speech Therapists

1.2.8. The Hearing and Speech Teacher

1.2.8.1. Concept of Hearing and Speech Teacher
1.2.8.2. Areas of work of the Hearing and Speech Teacher
1.2.8.3. Differences between Speech-Language Pathologist and Hearing and Speech Teacher

1.2.9. Professional Associations of Speech-Language Pathologists in Spain

1.2.9.1. Functions of the Professional Associations
1.2.9.2. The Autonomous Communities
1.2.9.3. Why Join a Professional Association?

1.2.10 Final Conclusions

1.3. Language, Speech, and Communication

1.3.1. Preliminary Considerations
1.3.2. Language, Speech, and Communication

1.3.2.1. Concept of Language
1.3.2.2. Concept of Speech
1.3.2.3. Concept of Communication
1.3.2.4. How do they differ?

1.3.3. Language Dimensions

1.3.3.1. Formal or Structural Dimension
1.3.3.2. Functional Dimension
1.3.3.3. Behavioral Dimension

1.3.4. Theories that explain Language Development

 1.3.4.1. Preliminary Considerations
 1.3.4.2. Theory of Determinism: Whorf
 1.3.4.3. Theory of Behaviorism: Skinner
 1.3.4.4. Theory of Innatism: Chomsky
 1.3.4.5. Interactionist positions

1.3.5. Cognitive theories that explain the development of Language.

1.3.5.1. Piaget
1.3.5.2. Vygotsky
1.3.5.3. Luria
1.3.5.4. Bruner

1.3.6. Influence of the Environment on Language Acquisition
1.3.7. Language Components

1.3.7.1. Phonetics and Phonology
1.3.7.2. Semantics and Lexicon
1.3.7.3. Morphosyntax
1.3.7.4. Pragmatics

1.3.8. Stages of Language Development

1.3.8.1. Prelinguistic Stage
1.3.8.2. Linguistic Stage

1.3.9. Summary Table of Normative Language Development

1.3.10. Final Conclusions

1.4. Communication, speech, and language disorders

1.4.1. Introduction to Unit
1.4.2. Communication, speech, and language disorders

1.4.2.1. Concept of Communication Disorder
1.4.2.2. Concept of Speech Disorder
1.4.2.3. Concept of Language Disorder
1.4.2.4. How do they differ?

1.4.3. Communication Disorders

1.4.3.1. Preliminary Considerations
1.4.3.2. Comorbidity with other Disorders
1.4.3.3. Types of Communication Disorders

1.4.3.3.1. Social Communication Disorder
1.4.3.3.2. Unspecified Communication Disorder

1.4.4. Speech Disorders

1.4.4.1. Preliminary Considerations
1.4.4.2. Origin of Speech Disorders
1.4.4.3. Symptoms of a Speech Disorder

1.4.4.3.1. Mild delay
1.4.4.3.2. Moderate delay
1.4.4.3.3. Severe delay

1.4.4.4. Warning signs in Speech Disorders

1.4.5. Classification of Speech Disorders

1.4.5.1. Phonological Disorder or Dyslalia
1.4.5.2. Dysphemia
1.4.5.3. Dysglossia
1.4.5.4. Dysarthria
1.4.5.5. Tachyphemia
1.4.5.6. Others

1.4.6. Language Disorders

1.4.6.1. Preliminary Considerations
1.4.6.2. Origin of Language Disorders
1.4.6.3. Conditions related to Language Disorders
1.4.6.4. Warning signs in Language Development

1.4.7. Types of Language Disorders

1.4.7.1. Receptive Language Difficulties
1.4.7.2. Expressive Language Difficulties
1.4.7.3. Receptive-Expressive Language Difficulties.

1.4.8. Classification of Language Disorders

1.4.8.1. From the Clinical Approach
1.4.8.2. From the Educational Approach
1.4.8.3. From the Psycholinguistic Approach
1.4.8.4. From the Axiological point of view

1.4.9. What skills are affected in a Language Disorder?

1.4.9.1. Social Skills
1.4.9.2. Academic Problems
1.4.9.3. Other affected skills

1.4.10. Types of Language Disorders

1.4.10.1. TEL
1.4.10.2. Aphasia
1.4.10.3. Dyslexia
1.4.10.4. Attention Deficit Hyperactivity Disorder (ADHD)
1.4.10.5. Others

1.4.11. Comparative Table of Typical Development and Developmental Disturbances.

1.5. Logopedic Evaluation Instruments

1.5.1. Introduction to Unit
1.5.2. Aspects to be Highlighted during the Logopedic Evaluation

1.5.2.1. Fundamental considerations

1.5.3. Evaluation of Orofacial Motor Skills: The Stomatognathic System
1.5.4. Areas of Speech-Language, Speech, and Communication Speech-Language Evaluation

1.5.4.1. Anamnesis (family interview)
1.5.4.2. Evaluation of the Preverbal Stage
1.5.4.3. Assessment of Phonetics and Phonology
1.5.4.4. Assessment of Morphology
1.5.4.5. Syntax Evaluation
1.5.4.6. Evaluation of Semantics
1.5.4.7. Evaluation of Pragmatics

1.5.5. General Classification of the Most Commonly Used Tests in Speech Assessment

1.5.5.1. Developmental Scales: Introduction
1.5.5.2. Oral Language Assessment Tests: Introduction
1.5.5.3. Test for the Assessment of Reading and Writing: Introduction

1.5.6. Developmental Scales

1.5.6.1. Brunet-Lézine Developmental Scale
1.5.6.2. Battelle Developmental Inventory
1.5.6.3. Portage Guide
1.5.6.4. Haizea-Llevant
1.5.6.5. Bayley scale of Child Development
1.5.6.6. McCarthy Scale (Scale of Aptitudes and Psychomotor Skills for Children)

1.5.7. Oral Language Assessment Test

1.5.7.1. BLOC
1.5.7.2. Monfort Induced Phonological Register
1.5.7.3. ITPA
1.5.7.4. PLON-R
1.5.7.5. PEABODY
1.5.7.6. RFI
1.5.7.7. ALS-R
1.5.7.8. EDAF
1.5.7.9. CELF 4
1.5.7.10. BOEHM
1.5.7.11. TSA
1.5.7.12. CEG
1.5.7.13. ELCE

1.5.8. Test for Reading and Writing Assessment

1.5.8.1. PROLEC-R
1.5.8.2. PROLEC-SE
1.5.8.3. PROESC
1.5.8.4. TALE

1.5.9. Summary Table of the Different Tests
1.5.10. Final Conclusions

1.6. Components That Must be Included in a Speech-Language Pathology Report

1.6.1. Introduction to Unit
1.6.2. The Reason for the Appraisal

1.6.2.1. Request or Referral by the Family
1.6.2.2. Request or Referral by School or External Center

1.6.3. Medical History

1.6.3.1. Anamnesis with the Family
1.6.3.2. Meeting with the Educational Center
1.6.3.3. Meeting with Other Professionals

1.6.4. The Patient’s Medical and Academic History

1.6.4.1. Medical History

1.6.4.1.1. Evolutionary Development

1.6.4.2. Academic History

1.6.5. Situation of the Different Contexts

1.6.5.1. Situation of the Family Context
1.6.5.2. Situation of the Social Context
1.6.5.3. Situation of the School Context

1.6.6. Professional Assessments

1.6.6.1. Assessment by the Speech Therapist
1.6.6.2. Assessments by other Professionals

1.6.6.2.1. Assessment by the Occupational Therapist
1.6.6.2.2. Teacher Assessment
1.6.6.2.3. Psychologist’s Assessment
1.6.6.2.4. Other Assessments

1.6.7. Results of the Assessments

1.6.7.1. Logopedic Evaluation Results
1.6.7.2. Results of the other Evaluations

1.6.8. Clinical Judgment and/or Conclusions

 1.6.8.1. Speech-Language Pathologist’s Judgment
 1.6.8.2. Judgment of Other Professionals
 1.6.8.3. Judgment in Common with the Other Professionals

1.6.9. Speech Therapy Intervention Plan

1.6.9.1. Objectives to Intervene
1.6.9.2. Intervention Program
1.6.9.3. Guidelines and/or Recommendations for the Family

1.6.10 Why is it so Important to Carry Out a Speech Therapy Report?

1.6.10.1. Preliminary Considerations
1.6.10.2. Areas where a Speech Therapy Report can be Key

1.7. Speech Therapy Intervention Program

1.7.1. Introduction

 1.7.1.1. The need to elaborate a Speech Therapy Intervention Program

1.7.2. What is a Speech Therapy Intervention Program?

1.7.2.1. Concept of the Intervention Program
1.7.2.2. Intervention Program Fundamentals
1.7.2.3. Speech Therapy Intervention Program Considerations

1.7.3. Fundamental Aspects for the Elaboration of a Speech Therapy Intervention Program

1.7.3.1. Characteristics of the Child

1.7.4. Planning of the Speech Therapy Intervention

1.7.4.1. Methodology of Intervention to be Carried Out
1.7.4.2. Factors to Take Into Account in the Planning of the Intervention

1.7.4.2.1. Extracurricular Activities
1.7.4.2.2. Chronological and Corrected Age of the Child
1.7.4.2.3. Number of Sessions per Week
1.7.4.2.4. Collaboration on the Part of the Family
1.7.4.2.5. Economic Situation of the Family

1.7.5. Objectives of the Speech Therapy Intervention Program

1.7.5.1. General Objectives of the Speech Therapy Intervention Program
1.7.5.2. Specific Objectives of the Speech Therapy Intervention Program

1.7.6. Areas of Speech Therapy Intervention and Techniques for its Intervention

1.7.6.1. Voice
1.7.6.2. Speech
1.7.6.3. Prosody
1.7.6.4. Language
1.7.6.5. Reading
1.7.6.6. Writing
1.7.6.7. Orofacial
1.7.6.8. Communication.
1.7.6.9. Hearing
1.7.6.10. Breathing

1.7.7. Materials and Resources for Speech Therapy Intervention

1.7.7.1. Proposition of Materials of Own Manufacture and Indispensable in a Speech Therapy Room
1.7.7.2. Proposition of Indispensable Materials on the Market for a Speech Therapy Room
1.7.7.3. Indispensable Technological Resources for Speech Therapy Intervention

1.7.8. Methods of Speech Therapy Intervention

1.7.8.1. Introduction
1.7.8.2. Types of Intervention Methods

1.7.8.2.1. Phonological Methods
1.7.8.2.2. Clinical Intervention Methods
1.7.8.2.3. Semantic Methods
1.7.8.2.4. Behavioral-Logopedic Methods
1.7.8.2.5. Pragmatic Methods
1.7.8.2.6. Medical Methods
1.7.8.2.7. Others

1.7.8.3. Choice of the Most Appropriate Method of Intervention for Each Subject

1.7.9. The Interdisciplinary Team

1.7.9.1. Introduction
1.7.9.2. Professionals Who Collaborate Directly with the Speech Therapist

1.7.9.2.1. Psychologists
1.7.9.2.2. Occupational Therapists
1.7.9.2.3. Professors
1.7.9.2.4. Hearing and Speech Teachers
1.7.9.2.5. Others

 1.7.9.3. The Work of these Professionals in Speech-Language Pathology Intervention

1.7.10 Final Conclusions

1.8. Augmentative and Alternative Communication Systems (AACS)

1.8.1. Introduction to Unit
1.8.2. What are AACS?

 1.8.2.1. Concept of Augmentative Communication System
 1.8.2.2. Concept of Alternative Communication System
 1.8.2.3. Similarities and Differences
 1.8.2.4. Advantages of AACS
 1.8.2.5. Disadvantages: of AACS
 1.8.2.6. How do AACS arise?

1.8.3. Principles: of AACS

1.8.3.1. General Principles
1.8.3.2. False myths about AACS

1.8.4. How to Know the Most Suitable AACS?
1.8.5. Communication Support Products

1.8.5.1. Basic Support Products
1.8.5.2. Technological Support Products

1.8.6. Strategies and Support Products for Access

1.8.6.1. Direct Selection
1.8.6.2. Mouse Selection
1.8.6.3. Dependent Scanning or Sweeping
1.8.6.4. Coded Selection

1.8.7. Types of AACS

1.8.7.1. Sign Language
1.8.7.2. The Complemented Word
1.8.7.3. PECs
1.8.7.4. Bimodal Communication
1.8.7.5. Bliss System
1.8.7.6. Communicators
1.8.7.7. Minspeak
1.8.7.8. Schaeffer System

1.8.8. How to Promote the Success of the AACS Intervention?
1.8.9. Technical Aids Adapted to Each Person

1.8.9.1. Communicators
1.8.9.2. Pushbuttons
1.8.9.3. Virtual Keypads
1.8.9.4. Adapted Mice
1.8.9.5. Data Input Devices

1.8.10. AACS Resources and Technologies

1.8.10.1. AraBoard Builder
1.8.10.2. Talk up
1.8.10.3. #IamVisual
1.8.10.4. SPQR
1.8.10.5. DictaPicto
1.8.10.6. AraWord
1.8.10.7. Picto Selector

1.9. The family as Part of the Intervention and Support for the Child

1.9.1. Introduction

1.9.1.1. The Importance of the Family in the Correct Development of the child

1.9.2. Consequences in the Family Context of a Child with Atypical Development

1.9.2.1. Difficulties Present in the Immediate Environment

1.9.3. Communication Problems in the Immediate Environment

1.9.3.1. Communicative Barriers Encountered by the Subject at Home

1.9.4. Speech Therapy intervention aimed at the Family-Centered Intervention Model

1.9.4.1. Concept of Family Centered Intervention
1.9.4.2. How to carry out the Family Centered Intervention?
1.9.4.3. The importance of the Family-Centered Model

1.9.5. Integration of the family in the Speech-Language Pathology Intervention

 1.9.5.1. How to integrate the family in the Intervention?
 1.9.5.2. Guidelines for the Professional

1.9.6. Advantages of family integration in all contexts of the subject

 1.9.6.1. Advantages of coordination with Educational Professionals
 1.9.6.2. Advantages of coordination with Health Professionals

1.9.7. Recommendations for the Family Environment

 1.9.7.1. Recommendations to Facilitate Oral Communication
 1.9.7.2. Recommendations for a Good Relationship in the Family Environment

1.9.8. The Family as a Key Part in the Generalization of the Established Objectives

 1.9.8.1. The Importance of the Family in Generalization
 1.9.8.2. Recommendations to facilitate Generalization

1.9.9. How do I communicate with my child?

1.9.9.1. Modifications in the child’s family environment
1.9.9.2. Advice and Recommendations from the child
1.9.9.3. The Importance of keeping a Record Sheet

1.9.10. Final Conclusions

1.10. Child Development in the School context

1.10.1. Introduction to Unit
1.10.2. The Involvement of the School center during the Speech Therapy Intervention

1.10.2.1. The Influence of the School Center in the child’s development
1.10.2.2. The Importance of the Center in the Speech Therapy Intervention

1.10.3. School Supports

1.10.3.1. Concept of School Support
1.10.3.2. Who provides School Support in the Center?

1.10.3.2.1. Hearing and Speech Teacher
1.10.3.2.2. Therapeutic Pedagogy Teacher (PT)
1.10.3.2.3. Counselor

1.10.4. Coordination with the Professionals of the Educational Center

1.10.4.1. Educational Professionals with whom the Speech-Language Pathologist coordinates with
1.10.4.2. Basis for Coordination
1.10.4.3. The Importance of Coordination in the child’s Development

1.10.5. Consequences of the Child with Special Educational Needs in the classroom

1.10.5.1. How the Child Communicates with Teachers and Students?
1.10.5.2. Psychological Consequences

1.10.6. School Needs of the child

1.10.6.1. Taking Educational Needs into account in Intervention
1.10.6.2. Who determines the child’s Educational Needs?
1.10.6.3. How are they established?

1.10.7. The Different Types of Education in Spain

1.10.7.1. Normal School

1.10.7.1.1. Concept

1.10.7.2. Special Education School

1.10.7.2.1. Concept

1.10.7.3. Combined Education

1.10.7.3.1. Concept

1.10.8. Methodological bases for Classroom Intervention.

1.10.8.1. Strategies to favor the child’s Integration

1.10.9. Curricular Adaptation

1.10.9.1. Concept of Curricular Adaptation
1.10.9.2. Professionals who Apply it
1.10.9.3. How does it benefit the child with Special Educational Needs?

1.10.10. Final Conclusions

Module 2. Dyslexia: Assessment, Diagnosis, and Intervention

2.1. Basic Fundamentals of Reading and Writing

2.1.1. Introduction
2.1.2. The Brain

2.1.2.1. Anatomy of the Brain
2.1.2.2. Brain Function

2.1.3. Methods of Brain Scanning

2.1.3.1. Structural Imaging
2.1.3.2. Functional Imaging
2.1.3.3. Stimulation Imaging

2.1.4. Neurobiological Basis of Reading and Writing

2.1.4.1. Sensory Processes

2.1.4.1.1 The Visual Component
2.1.4.1.2. The Auditory Component

2.1.4.2. Reading Processes

2.1.4.2.1. Reading Decoding
2.1.4.2.2. Reading Comprehension

2.1.4.3. Writing Processes

2.1.4.3.1. Written Coding
2.1.4.3.2. Syntactic Construction
2.1.4.3.3. Educational
2.1.4.3.4. The Act of Writing

2.1.5. Psycholinguistic Processing of Reading and Writing

2.1.5.1. Sensory Processes

2.1.5.1.1. The Visual Component
2.1.5.1.2. The Auditory Component

 2.1.5.2. Reading Process

2.1.5.2.1. Reading Decoding
2.1.5.2.2. Reading Comprehension

2.1.5.3. Writing Processes

2.1.5.3.1. Written Coding
2.1.5.3.2. Syntactic Construction
2.1.5.3.3. Educational
2.1.5.3.4. The Act of Writing

2.1.6. The Dyslexic Brain in the light of Neuroscience.
2.1.7. Laterality and Reading

2.1.7.1. Reading with the hands
2.1.7.2. Handedness and Language

2.1.8. Integration of the outside World and Reading

2.1.8.1. Attention
2.1.8.2. Memory
2.1.8.3. Emotions

2.1.9. Chemical Mechanisms involved in Reading

2.1.9.1. Neurotransmitters
2.1.9.2. Limbic System

2.1.10. Conclusions and Appendices

2.2. Talking and organizing time and space for Reading

2.2.1. Introduction
2.2.2. Communication.

2.2.2.1. Oral Language
2.2.2.2. Written Language

2.2.3. Relations between Oral Language and Written Language

2.2.3.1. Syntactic Aspects
2.2.3.2. Semantic Aspects
2.2.3.3. Phonological Aspects

2.2.4. Recognize Language Forms and Structures.

2.2.4.1. Language, Speech, and Writing

2.2.5. Develop Speech

 2.2.5.1. Oral Language
 2.2.5.2. Linguistic prerequisites for Reading

2.2.6. Recognize the structures of Written Language

2.2.6.1. Recognize the Word
2.2.6.2. Recognize the Sequential Organization of the Sentence
2.2.6.3. Recognize the meaning of Written Language.

2.2.7. Structure Time

2.2.7.1. Organizing Time

2.2.8. Structuring Space

2.2.8.1. Spatial Perception and Organization

2.2.9. Reading Strategies and their learning

2.2.9.1. Logographic Stage and Global Method
2.2.9.2. Alphabetic Stage
2.2.9.3. Orthographic Stage and learning to Write
2.2.9.4. Understanding to be able to Read

2.2.10. Conclusions and Appendices

2.3. Dyslexia

2.3.1. Introduction
2.3.2. Brief History of the Term Dyslexia

2.3.2.1. Chronology
2.3.2.2. Different terminological meanings

2.3.3. Conceptual Approach

2.3.3.1. Dyslexia

2.3.3.1.1. WHO Definition
2.3.3.1.2. DSM-IV Definition
2.3.3.1.3. DSM-V Definition

2.3.4. Other Related Concepts

2.3.4.1. Conceptualization of Dysgraphia
2.3.4.2. Conceptualization of Dysgraphia

2.3.5. Etiology

2.3.5.1. Explanatory Theories of Dyslexia

2.3.5.1.1. Genetic Theories
2.3.5.1.2. Neurobiological Theories
2.3.5.1.3. Linguistic Theories
2.3.5.1.4. Phonological Theories
2.3.5.1.5. Visual Theories

2.3.6. Types of Dyslexia

2.3.6.1. Phonological Dyslexia
2.3.6.2. Lexical Dyslexia
2.3.6.3. Mixed Dyslexia

2.3.7. Comorbidities and Strengths

2.3.7.1. ADD or ADHD
2.3.7.2. Dyscalculia
2.3.7.3. Dysgraphia
2.3.7.4. Visual Stress Syndrome
2.3.7.5. Crossed Laterality
2.3.7.6. High Abilities
2.3.7.7. Strengths

2.3.8. The Person with Dyslexia

2.3.8.1. The Child with Dyslexia
2.3.8.2. The Adolescent with Dyslexia
2.3.8.3. The Adult with Dyslexia

2.3.9. Psychological Repercussions

2.3.9.1. The feeling of injustice

2.3.10. Conclusions and Appendices

2.4. How to identify the Person with Dyslexia?

2.4.1. Introduction
2.4.2. Warning Signs

2.4.2.1. Warning Signs in Early Childhood Education
2.4.2.2. Warning Signs in Primary Education

2.4.3. Frequent Symptomatology

2.4.3.1. General Symptomatology
2.4.3.2. Symptomatology by Stages

2.4.3.2.1. Infant Stage
2.4.3.2.2. School Stage
2.4.3.2.3. Adolescent Stage
2.4.3.2.4. Adult Stage

2.4.4. Specific Symptomatology

2.4.4.1. Dysfunctions in Reading

2.4.4.1.1. Dysfunctions in the Visual Component
2.4.4.1.2. Dysfunctions in the Decoding Processes.
2.4.4.1.3. Dysfunctions in Comprehension Processes

2.4.4.2. Dysfunctions in Writing

2.4.4.2.1. Dysfunctions in the Oral-Written Language Relationship.
2.4.4.2.2. Dysfunction in the Phonological Component
2.4.4.2.3. Dysfunction in the Encoding Processes.
2.4.4.2.4. Dysfunction in Syntactic Construction Processes
2.4.4.2.5. Dysfunction in Planning

2.4.4.3. Motor Processes

2.4.4.3.1. Visuoperceptive Dysfunctions
2.4.4.3.2. Visuoconstructive Dysfunctions
2.4.4.3.3. Visuospatial Dysfunctions
2.4.4.3.4. Tonic Dysfunctions

2.4.5. Dyslexia Profiles

2.4.5.1. Phonological Dyslexia Profile
2.4.5.2. Lexical Dyslexia Profile
2.4.5.3. Mixed Dyslexia Profile

2.4.6. Dysgraphia Profiles

2.4.6.1. Visuoperceptual Dyslexia Profile
2.4.6.2. Visoconstructive Dyslexia Profile
2.4.6.3. Visuospatial Dyslexia Profile
2.4.6.4. Tonic Dyslexia Profile

2.4.7. Dysorthographic Profiles

2.4.7.1. Phonological Dysorthography Profile
2.4.7.2. Orthographic Dysorthographic Profile
2.4.7.3. Syntactic Dysorthography Profile
2.4.7.4. Cognitive Dysorthography Profile

2.4.8. Associated Pathologies

2.4.8.1. Secondary Pathologies

2.4.9. Dyslexia versus other Disorders

2.4.9.1. Differential Diagnosis

2.4.10. Conclusions and Appendices

2.5. Assessment and Diagnosis

2.5.1. Introduction
2.5.2. Evaluation of Tasks

2.5.2.1. The Diagnostic Hypothesis

2.5.3. Evaluation of Processing Levels

2.5.3.1. Sublexical Units
2.5.3.2. Lexical Units
2.5.3.3. Suplexical Units

2.5.4. Assessment of Reading Processes

2.5.4.1. Visual Component
2.5.4.2. Decoding Process
2.5.4.3. Comprehension Process

2.5.5. Evaluation of Writing Processes

2.5.5.1. Neurobiological Skills of the Auditory Component
2.5.5.2. Encoding Process
2.5.5.3. Syntactic Construction
2.5.5.4. Educational
2.5.5.5. The Act of Writing

2.5.6. Evaluation of the Oral-Written Language Relationship

2.5.6.1. Lexical Awareness
2.5.6.2. Representational Written Language

2.5.7. Other Aspects to be Assessed

2.5.7.1. Chromosomal Assessments
2.5.7.2. Neurological Assessments
2.5.7.3. Cognitive Assessments
2.5.7.4. Motor Assessments
2.5.7.5. Visual Assessments
2.5.7.6. Linguistic Assessments
2.5.7.7. Emotional Appraisals
2.5.7.8. School Ratings

2.5.8. Standardized Tests and Evaluation Tests

2.5.8.1. TALE
2.5.8.2. PROLEC
2.5.8.3. DST-J Dyslexia
2.5.8.4. Other Tests

2.5.9. The Dytective Test

2.5.9.1. Contents
2.5.9.2. Experimental Methodology
2.5.9.3. Summary of Results

2.5.10. Conclusions and Appendices

2.6. Intervention in Dyslexia

2.6.1. General Aspects of Intervention
2.6.2. Selection of objectives based on the Diagnosed Profile

2.6.2.1. Analysis of Collected Samples

2.6.3. Prioritization and Sequencing of Targets

2.6.3.1. Neurobiological Processing
2.6.3.2. Psycholinguistic Processing

2.6.4. Adequacy of the Objectives to the Contents to be worked on.

2.6.4.1. From the Specific Objective to the Content

2.6.5. Proposal of Activities by Intervention Area

2.6.5.1. Proposals based on the Visual Component
2.6.5.2. Proposals based on the Phonological Component
2.6.5.3. Proposals based on Reading Practice

2.6.6. Programs and Tools for Intervention

2.6.6.1. Orton-Gillingham Method
2.6.6.2. ACOS Program

2.6.7. Standardized Materials for Intervention

2.6.7.1. Printed Materials
2.6.7.2. Other Materials

2.6.8. Space Organization

2.6.8.1. Lateralization
2.6.8.2. Sensory Modalities
2.6.8.3. Eye Movements
2.6.8.4. Visuoperceptual Skills
2.6.8.5. Fine Motor Skills

2.6.9. Necessary Adaptations in the Classroom

2.6.9.1. Curricular Adaptations

2.6.10. Conclusions and Appendices

2.7. From Traditional to Innovative. New Approach

2.7.1. Introduction
2.7.2. Traditional Education

2.7.2.1. Brief description of Traditional Education

2.7.3. Current Education

2.7.3.1. The Education of our days

2.7.4. Process of Change

2.7.4.1. Educational Change. From Challenge to Reality

2.7.5. Teaching Methodology

2.7.5.1. Gamification
2.7.5.2. Project-based Learning
2.7.5.3. Others

2.7.6. Changes in the Development of the Intervention Sessions

2.7.6.1. Applying the new changes in Speech Therapy Intervention.

2.7.7. Proposal of Innovative Activities

2.7.7.1. “My Logbook”.
2.7.7.2. The Strengths of each Student

2.7.8. Development of Materials

2.7.8.1. General Tips and Guidelines
2.7.8.2. Adaptation of Materials
2.7.8.3. Creating our own Intervention Material

2.7.9. The use of Current Intervention Tools

2.7.9.1. Android and iOS Operating System Applications
2.7.9.2. The use of Computers
2.7.9.3. Digital Whiteboard

2.7.10. Conclusions and Appendices

2.8. Strategies and Personal Development of the Person with Dyslexia

2.8.1. Introduction
2.8.2. Study Strategies

2.8.2.1. Study Techniques

2.8.3. Organization and Productivity

2.8.3.1. The Pomodoro Technique

2.8.4. Tips on how to face an exam
2.8.5. Language Learning Strategies

2.8.5.1. First Language Assimilation
2.8.5.2. Phonological and Morphological Awareness
2.8.5.3. Visual Memory
2.8.5.4. Comprehension and Vocabulary
2.8.5.5. Linguistic Immersion
2.8.5.6. Use of ICT
2.8.5.7. Formal Methodologies

2.8.6. Development of Strengths

2.8.6.1. Beyond the Person with Dyslexia

2.8.7. Improving Self-concept and Self-esteem

2.8.7.1. Social Skills

2.8.8. Eliminating Myths

2.8.8.1. Student with Dyslexia. I am not lazy
2.8.8.2. Other Myths

2.8.9. Famous People with Dyslexia

2.8.9.1. Well-known People with Dyslexia
2.8.9.2. Real Testimonials

2.8.10. Conclusions and Appendices

2.9. Guidelines

2.9.1. Introduction
2.9.2. Guidelines for the Person with Dyslexia

2.9.2.1. Coping with the Diagnosis
2.9.2.2. Guidelines for Daily Living
2.9.2.3. Guidelines for the Person with Dyslexia as a Learner

2.9.3. Guidelines for the Family Environment

2.9.3.1. Guidelines for collaborating in the Intervention
2.9.3.2. General Guidelines

2.9.4. Guidelines for the Educational Context

2.9.4.1. Adaptations
2.9.4.2. Measures to be taken to facilitate the Acquisition of Content
2.9.4.3. Guidelines to be Followed to Pass Exams

2.9.5. Specific Guidelines for Foreign Language Teachers.

2.9.5.1. The Challenge of Language Learning

2.9.6. Guidelines for other Professionals
2.9.7. Guidelines for the Form of Written Texts

2.9.7.1. Typography
2.9.7.2. Font Size
2.9.7.3. Colors
2.9.7.4. Character, Line, and Paragraph Spacing

2.9.8. Guidelines for Text Content

2.9.8.1. Frequency and Length of Words
2.9.8.2. Syntactic Simplification
2.9.8.3. Numerical Expressions
2.9.8.4. The use of Graphical Schemes

2.9.9. Writing Technology
2.9.10. Conclusions and Appendices

2.10. The Speech-Language Pathologist’s Report on Dyslexia

2.10.1. Introduction
2.10.2. The Reason for the Evaluation

 2.10.2.1. Family Referral or Request

2.10.3. The Interview

2.10.3.1. The Family Interview
2.10.3.2. The School Interview

2.10.4. The History

2.10.4.1. Clinical History and Evolutionary Development
2.10.4.2. Academic History

2.10.5. The Context

2.10.5.1. The Social Context
2.10.5.2. The family context

2.10.6. Assessments

2.10.6.1. Psycho-Pedagogical Assessment
2.10.6.2. Speech Therapy Assessment
2.10.6.3. Other Assessments

2.10.7. The Results

2.10.7.1. Logopedic Evaluation Results
2.10.7.2. Results of Other Assessments

2.10.8. Conclusions

2.10.8.1. Diagnosis

2.10.9. Intervention Plan

 2.10.9.1. The Needs
 2.10.9.2. The Speech Therapy Intervention Program

2.10.10. Conclusions and Appendices

Module 3. Specific Language Disorder

3.1. Background Information

3.1.1. Module Presentation
3.1.2. Module Objectives
3.1.3. Historical Evolution of SLD
3.1.4. Late Language Onset vs. SLD SLD
3.1.5. Differences between SLD and Language Delay
3.1.6. Difference between ASD and SLD
3.1.7. Specific Language Disorder vs. Aphasia
3.1.8. SLD as a predecessor of Literacy Disorders
3.1.9. Intelligence and Specific Language Disorder
3.1.10. Prevention of Specific Language Disorder

3.2. Approach to the Specific Language Disorder

3.2.1. Definition of SLD
3.2.2. General characteristics of SLD
3.2.3. Prevalence of SLD
3.2.4. Prognosis of SLD
3.2.5. Etiology of SLD
3.2.6. Clinically based classification of SLD
3.2.7. Empirically based classification of SLD
3.2.8. Empirical-clinical based Classification of SLD
3.2.9. Comorbidity of SLD
3.2.10. SLD, not only a Difficulty in the Acquisition and Development of Language.

3.3. Linguistic Characteristics in Specific Language Disorder

3.3.1. Concept of Linguistic Capabilities
3.3.2. General Linguistic Characteristics
3.3.3. Linguistic Studies in SLD in Different Languages
3.3.4. General Alterations in Language Skills Presented by People with SLD
3.3.5. Grammatical Characteristics in SLD
3.3.6. Narrative Features in SLD
3.3.7. Pragmatic Features in SLD
3.3.8. Phonetic and Phonological Features in SLD
3.3.9. Lexical Features in SLD
3.3.10. Preserved Language Skills in SLD

3.4. Terminological Change

3.4.1. Changes in the Terminology of SLD
3.4.2. Classification According to DSM
3.4.3. Changes Introduced in the DSM
3.4.4. Consequences of Changes in Classification with the DSM.
3.4.5. New Nomenclature: Language Disorder
3.4.6. Characteristics of Language Disorder
3.4.7. Main Differences and Concordances between SLD and SL
3.4.8. Altered Executive Functions in SLD
3.4.9. Preserved Executive Functions in SL
3.4.10. Detractors of Terminology Change

3.5. Assessment in Specific Language Disorder

3.5.1. Speech-Language Evaluation: Prior Information
3.5.2. Early identification of SLD: Prelinguistic Predictors
3.5.3. General Considerations to take into account in the Speech Therapy Evaluation of SLD
3.5.4. Principles of Evaluation in Cases of SLD
3.5.5. The Importance and Objectives of Speech-Language Pathology Assessment in SLD
3.5.6. Evaluation Process of SLD
3.5.7. Assessment of Language, Communicative Skills and Executive Functions in SLD
3.5.8. Evaluation Instrument of SLD
3.5.9. Interdisciplinary Evaluation
3.5.10. Diagnosis of TEL

3.6. interventions in Specific Language Disorder

3.6.1. The Speech Therapy Intervention
3.6.2. Basic Principles of Speech Therapy Intervention
3.6.3. Environments and Agents of intervention in SLD
3.6.4. Intervention Model in Levels
3.6.5. Early Intervention in SLD
3.6.6. Importance of Intervention in SLD
3.6.7. Music Therapy in the intervention of SLD
3.6.8. Technological Resources in the Intervention of SLD
3.6.9. Intervention in the Executive Functions in SLD
3.6.10. Multidisciplinary Intervention in SLD

3.7. Elaboration of a Speech Therapy Intervention Program for children with Specific Language Disorder

3.7.1. Speech Therapy Intervention Program
3.7.2. Approaches on SLD to design an Intervention Program
3.7.3. Objectives and Strategies of SLD Intervention Programs
3.7.4. Indications to follow in the Intervention of Children with SLD
3.7.5. Comprehension Treatment
3.7.6. Treatment of Expression in cases of SLD
3.7.7. Intervention in Reading and Writing
3.7.8. Social Skills Training in SLD
3.7.9. Agents and Timing of Intervention in cases of SLD
3.7.10. SAACs in the Intervention in cases of SLD

3.8. The School in Cases of Specific Language Disorder

3.8.1. The School in Child Development
3.8.2. School Consequences in children with SLD
3.8.3. Schooling of children with SLD
3.8.4. Aspects to take into account in School Intervention.
3.8.5. Objectives of School Intervention in cases of SLD
3.8.6. Guidelines and Strategies for Classroom Intervention with children with SLD
3.8.7. Development and Intervention in Social Relationships within the School
3.8.8. Dynamic Playground Program
3.8.9. The School and the Relationship with other Intervention Agents.
3.8.10. Observation and Monitoring of School Intervention

3.9. The Family and its Intervention in cases of children with Specific Language Disorder

3.9.1. Consequences of SLD in the Family Environment
3.9.2. Family Intervention Models
3.9.3. General Considerations to be taken into account
3.9.4. The importance of Family Intervention in SLD
3.9.5. Family Orientations
3.9.6. Communication Strategies for the Family
3.9.7. Needs of Families of Children with SLD
3.9.8. The Speech Therapist in the Family Intervention
3.9.9. Objectives of the Family Speech Therapy Intervention in the SLD
3.9.10. Follow-up and Timing of the Family Intervention in SLD

3.10. Associations and Support Guides for Families and Schools of Children with SLD

3.10.1. Parent Associations
3.10.2. Information Guides
3.10.3. AVATEL
3.10.4. ATELMA
3.10.5. ATELAS
3.10.6. ATELCA
3.10.7. ATEL CLM
3.10.8. Other Associations
3.10.9. SLD Guides aimed at the Educational Field
3.10.10. SLD Guides and Manuals aimed at the Family Environment

Thanks to this program, you will be able to develop a speech therapy intervention protocol specialized in children with specific language impairment that will help you succeed in the educational field"