You will implement more effective interventions, which optimize the educational environment, thereby promoting meaningful and sustainable learning”

The application of neuropsychology to education has become an interdisciplinary field, merging neuroscience and psychology to understand how brain functioning influences cognitive processes and, therefore, learning. By analyzing these processes from a neuroscientific perspective, the teacher will be able to optimize learning environments, adapting educational methods that enhance the development of cognitive skills, attention, memory and problem solving. 

It is for all these reasons that TECH has developed this comprehensive university program, in which students will explore the contemporary challenges faced by a neuropsychologist in their role as an educator. In this way, they will delve into the functioning of memory, language, the relationship between laterality and cognitive development, sensoriality and other fundamental topics that will enrich their daily practice. With this in mind, the graduate will approach the evaluation of cognitive, emotional and behavioral functions of students, identifying possible difficulties or disorders that may influence their educational performance.

This high-level course will not only enhance their professional career, but will also boost their personal growth, making them highly qualified professionals. This implies an intense challenge of permanent updating, which will allow them to be at the forefront in terms of approach, intervention and follow-up of cases that may arise in the classroom.

This theoretical knowledge will be enriched with a practical experience of 3 weeks in an outstanding specialized educational center. This intensive internship will not only specialize professionals in the design of personalized intervention strategies, but will also develop skills to optimize the cognitive, emotional and social development of students, thereby promoting more inclusive and effective educational environments.

During this period, students will have a personal tutor, dedicated entirely to monitoring their progress, providing them with exclusive attention. This closeness will allow them to work with confidence, taking advantage of the latest in educational technology and applying the most effective neuropsychological techniques to date.

Add to your online study the internship in a specialized educational center, with the highest standards of quality and technological level"

This Hybrid Master's Degree in Neuropsychology and Education contains the most complete and up-to-date program on the market. Its most notable features are:

• Development of more than 100 practical cases presented by professionals in neuropsychology and university professors with extensive experience with students with special educational needs
• Its graphic, schematic and eminently practical contents, with which they are conceived, gather essential information on those techniques essential for professional practice
• Presentation of practical workshops on the most innovative learning strategies in the educational field  
• All of this will be complemented by 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
• Furthermore, you will be able to carry out a internship in one of the best companies

Take an intensive 3-week internship in a prestigious educational center and acquire all the knowledge to grow personally and professionally"

In this Hybrid Master's Degree, of a professionalizing nature and blended learning modality, the program is aimed at updating neuropsychology professionals who work in specialized educational centers, and who require a high level of qualification. The contents are based on the latest scientific evidence, and oriented in a didactic way to integrate theoretical knowledge into educational practice, and the theoretical-practical elements will facilitate the updating of knowledge and allow decision making in the management of students with problems.

Thanks to its multimedia content elaborated with the latest educational technology, they will allow the neuropsychology professional a situated and contextual learning, that is to say, a simulated environment that will provide an immersive learning programmed to train in real situations. This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise throughout the program. For this purpose, the students will be assisted by an innovative interactive video system created by renowned and experienced experts.

Thanks to this Hybrid Master's Degree, you will address the complex interactions between the brain, behavior and learning"

You will develop the most effective educational strategies adapted to the individual needs of students" 

The syllabus has been conceived as a journey into a deeper understanding of the brain and its impact on learning. From neuroscientific foundations to practical applications in the classroom, each module is designed to address new perspectives and innovative teaching strategies. This approach will qualify the teacher to design personalized interventions that transform the learning experience of students. In this way, you will be equipped with the necessary tools to understand, in a deep and up-to-date way, how the brain works in the teaching-learning process.

Benefit from online classes and resources, which will give you the convenience and flexibility to learn at your own pace"

Module 1. Basis of Neurosciences

1.1. The Nervous System and Neurons

1.1.1. Introduction
1.1.2. Development and Latest Approaches

1.2. Basic Anatomy of Learning-Related Structures

1.2.1. Description
1.2.2. Physiology of Learning

1.3. Psychological Processes Related to Learning

1.3.1. Emotions and Learning
1.3.2. Emotional Approaches

1.4. The Main Brain Structures Related to Motor Skills

1.4.1. Brain and Motor Development
1.4.2. Laterality and Development

1.5. The Plastic Brain and Neuroplasticity

1.5.1. Definition of Plasticity
1.5.2. Neuroplasticity and Education

1.6. Epigenetics

1.6.1. Definition and Origins

1.7. Effects of the Environment on Brain Development

1.7.1. Current Theories
1.7.2. The Influence of the Environment on Child Development

1.8. Changes in the Infant's Brain

1.8.1. Brain Development in Infancy
1.8.2. Features

1.9. Evolution of the Adolescent Brain

1.9.1. Brain Development in Adolescence
1.9.2. Features

1.10. The Adult Brain

1.10.1. Characteristics of the Adult Brain
1.10.2. The Adult Brain and Learning

Module 2. Developmental Neuropsychology

2.1. Neuroscience

2.1.1. Introduction
2.1.2. Concept of Neuroscience
2.1.3. Neuromyths

2.2. The Brain: Structure and Operation

2.2.1. Primary Brain Structures
2.2.2. Triune Model
2.2.3. Bilateral Model
2.2.4. Cognitive Brain and Emotional Brain
2.2.5. Neurons
2.2.6. What are Neurotransmitters?

2.3. Neuroscience and Learning

2.3.1. What is learning?
2.3.2. Mirror Neurons
2.3.3. Levels of Learning
2.3.4. Learning Styles
2.3.5. Types of Learning

2.4. Multiple intelligences

2.4.1. Definition
2.4.2. Classification
2.4.3. Multiple Intelligences and Neurodidactics
2.4.4. Multiple Intelligences in the Classroom
2.4.5. Advantages and Drawbacks in Education

2.5. Neuroscience - Education

2.5.1. Neuroeducation
2.5.2. Memory
2.5.3. Emotion
2.5.4. Attention
2.5.5. Motivation
2.5.6. Contributions of Neurodidactics to Learning Strategies

2.6. Neuroscience in the Classroom

2.6.1. The figure of the Neuroeducator
2.6.2. Neuroeducational and Neuropedagogical Importance
2.6.3. Empathic Attitude and Learning
2.6.4. Classroom Applications
2.6.5. Classroom Organization

2.7. Playing and New Technologies

2.7.1. Etymology of Playing
2.7.2. Benefits of Playing
2.7.3. Learning by Playing
2.7.4. The Neurocognitive Process
2.7.5. Basic Principles of Educational Games
2.7.6. Neuroeducation and Board Games
2.7.7. Educational Technology and Neuroscience
2.7.8. Development of Executive Functions

2.8. Body and Brain

2.8.1. The Connection between Body and Brain
2.8.2. The Social Brain
2.8.3. How do we prepare the Brain for Learning?
2.8.4. Feeding
2.8.5. Rest and Learning

2.9. Neuroscience for preventing School Failure

2.9.1. Benefits of Neuroscience
2.9.2. Elements for a Success-oriented Pedagogy
2.9.3. Some suggestions for improving the Learning Process

2.10. Reason and Emotion

2.10.1. The Binomial Reason and Emotion
2.10.2. What are Emotions good for?
2.10.3. Why Educate Emotions in the Classroom
2.10.4. Effective Learning through Emotions

Module 3. Neuroeducation

3.1. Introduction to Neuroeducation
3.2. Main Neuromyths
3.3. Attention
3.4. Emotion
3.5. Motivation
3.6. The Learning Process
3.7. Memory
3.8. Stimulation and Early Interventions
3.9. Importance of Creativity in Neuroeducation
3.10. Methodologies that Allow the Transformation of Education into Neuroeducation

Module 4. Visual and Auditory Functionality for Reading, Language, Languages and Learning

4.1. Vision: Functioning and Neuropsychological Bases

4.1.1. Introduction
4.1.2. Development of the Visual System at Birth
4.1.3. Risk Factors
4.1.4. Development of Other Sensory Systems During Infancy
4.1.5. Influence of Vision on the Visuomotor System and its Development
4.1.6. Normal and Binocular Vision
4.1.7. Anatomy of Human Eyes
4.1.8. Eye Functions
4.1.9. Other Functions
4.1.10 Visual Pathways to the Cerebral Cortex
4.1.11. Elements that Favor Visual Perception
4.1.12 Vision Diseases and Alterations
4.1.13 Most Common Eye Disorders or Diseases: Classroom Interventions
4.1.14 Computer Vision Syndrome (CVS)
4.1.15 Attitudinal Observation of the Student
4.1.16 Summary
4.1.17 Bibliographical References

4.2. Visual Perception, Assessment and Intervention Programs

4.2.1. Introduction
4.2.2. Human Development: Development of the Sensory Systems
4.2.3. Sensory Perception
4.2.4. Neurodevelopment
4.2.5. Description of the Perceptual Process
4.2.6. Color Perception
4.2.7. Perception and Visual Skills
4.2.8. Evaluation of Visual Perception
4.2.9. Intervention for the Improvement of Visual Perception
4.2.10 Summary
4.2.11 Bibliographical References

4.3. Tracking Eye Movements

4.3.1. Introduction
4.3.2. Eye Movements
4.3.3. Tracking Eye Movements
4.3.4. Ocular Motility Recording and Assessment
4.3.5. Ocular Motility-Related Disorders
4.3.6. The Visual System and Reading
4.3.7. Development of Skills in Learning to Read
4.3.8. Improvement and Training Programs and Activities
4.3.9. Summary
4.3.10. Bibliographical References

4.4. Saccadic Movements and Their Implication in Reading

4.4.1. Introduction
4.4.2. Models of the Reading Process
4.4.3. Saccadic Movements and Their Relation to Reading
4.4.4. How are Saccadic Movements Evaluated?
4.4.5. The Reading Process at the Visual Level
4.4.6. Visual Memory in the Reading Process
4.4.7. Investigations to Study the Relationship Between Visual Memory and Reading
4.4.8. Reading Difficulties
4.4.9. Specialized Teachers
4.4.10 Social Educators
4.4.11. Summary
4.4.12 Bibliographical References

4.5. Visual Accommodation and its Relation to Posture in the Classroom

4.5.1. Introduction
4.5.2. Mechanisms that Allow for Accommodation or Focus
4.5.3. How is Visual Accommodation Assessed?
4.5.4. Body Posture in the Classroom
4.5.5. Visual Accommodation Training Programs
4.5.6. Aids for Visually Impaired Students
4.5.7. Summary
4.5.8. Bibliographical References

4.6. Structure and Function of the Ear

4.6.1. Introduction
4.6.2. The World of Sound
4.6.3. Sound and its Propagation
4.6.4. The Auditory Receptors
4.6.5. Ear Structure
4.6.6. Development of the Hearing System at Birth
4.6.7. Development of Sensory Systems during Infancy
4.6.8. Influence of the Ear on Balance Development
4.6.9. Ear Diseases
4.6.10 Summary
4.6.11. Bibliographical References

4.7. Auditory Perception

4.7.1. Introduction
4.7.2. Guidelines for Detecting Auditory Perception Problems
4.7.3. The Perceptive Process
4.7.4. Role of the Auditory Pathways in Perceptual Processes
4.7.5. Children with Impaired Auditory Perception
4.7.6. Evaluation Tests
4.7.7. Summary
4.7.8. Bibliographical References

4.8. Evaluation of Hearing and its Alterations

4.8.1. Introduction
4.8.2. Evaluation of the External Auditory Canal
4.8.3. Otoscopy
4.8.4. Air Audiometry
4.8.5. Bone Conduction Hearing
4.8.6. Curve of the Pain Threshold
4.8.7. Tone Audiometry, Vocal Audiometry and Acoustic Audiometry
4.8.8. Hearing Impairment: Degrees and Types of Hearing Loss
4.8.9. Causes of Hearing Loss
4.8.10. Psychobiological Aspects of Hearing Impairment
4.8.11. Summary
4.8.12. Bibliographical References

4.9. Hearing and Learning Development

4.9.1. Introduction
4.9.2. Development of the Human Ear
4.9.3. Programs, Activities and Games for Auditory Development in Children
4.9.4. Berard Method
4.9.5. Tomatis Method
4.9.6. Visual and Hearing Health
4.9.7. Adaptations of Curricular Elements
4.9.8. Summary
4.9.9. Bibliographical References

4.10. Vision and Hearing Processes Involved in Reading

4.10.1. Introduction
4.10.2. Tracking Eye Movements
4.10.3. The Visual System and Reading
4.10.4. Dyslexia
4.10.5. Color-Based Therapies for Dyslexia
4.10.6. Visual Impairment Aids
4.10.7. Summary
4.10.8. Bibliographical References

4.11. Relationship Between Vision and Hearing in Language

4.11.1. Introduction
4.11.2. Relationship Between Vision and Hearing
4.11.3. Verbal-Auditory and Visual Information Processing
4.11.4. Intervention Programs for Hearing Disorders
4.11.5. Guidelines for Teachers
4.11.6. Summary
4.11.7. Bibliographical References

Module 5. Motor Skills, Laterality and Writing

5.1. Neurodevelopment and Learning

5.1.1. Introduction
5.1.2. Perceptual Development
5.1.3. Neuropsychological Basis of Motor Development
5.1.4. Laterality Development
5.1.5. Interhemispheric Communication through the Corpus Callosum
5.1.6. Ambidextrousness
5.1.7. Summary
5.1.8. Bibliographical References

5.2. Psychomotor Development

5.2.1. Introduction
5.2.2. Gross Psychomotricity
5.2.3. General Dynamic Coordination: Basic Skills
5.2.4. Fine Motor Skills and their Relationship with Writing
5.2.5. Psychomotor Development Assessment
5.2.6. Summary
5.2.7. Bibliographical References

5.3. Neuropsychology of Motor Development

5.3.1. Introduction
5.3.2. Relationship between Motor and Psychism
5.3.3. Disorders of Motor Development
5.3.4. Coordination Acquisition Disorders
5.3.5. Vestibular System Disorders
5.3.6. Writing
5.3.7. Summary
5.3.8. Bibliographical References

5.4. Introduction to Laterality Development

5.4.1. Introduction
5.4.2. Laterality Tests
5.4.3. Observation Guidelines for Teachers
5.4.4. Crossed Laterality
5.4.5. Types of Cross Laterality
5.4.6. Relationship between Dyslexia and Laterality
5.4.7. Relationship between Laterality and Attention, Memory and Hyperactivity Problems
5.4.8. Summary
5.4.9. Bibliographical References

5.5. Development of Laterality at Different Ages

5.5.1. Introduction
5.5.2. Laterality Definition
5.5.3. Types of Laterality
5.5.4. Corpus Callosum
5.5.5. Cerebral Hemispheres
5.5.6. Development of the Prelateral, Contralateral and Lateral Stages
5.5.7. Summary
5.5.8. Bibliographical References

5.6. Motor Disorders and Related Learning Difficulties

5.6.1. Introduction
5.6.2. Motor Disorders
5.6.3. Learning Difficulties
5.6.4. Summary
5.6.5. Bibliographical References

5.7. Writing Process and Acquisition

5.7.1. Introduction
5.7.2. Reading Difficulties
5.7.3. Comprehension Problems that Students May Develop
5.7.4. Evolutionary Development of Writing
5.7.5. History of Writing
5.7.6. Neuropsychological Basis of Writing
5.7.7. Teaching Written Expression
5.7.8. Methods of Teaching Writing
5.7.9. Writing Workshops
5.7.10. Summary
5.7.11. Bibliographical References

5.8. Dysgraphia

5.8.1. Introduction
5.8.2. Learning Styles
5.8.3. Executive Functions Involved in Learning
5.8.4. Definition of Dysgraphia and Types
5.8.5. Common Indicators of Dysgraphia
5.8.6. Classroom Aids for Students with Dysgraphia
5.8.7. Individual Aids
5.8.8. Summary
5.8.9. Bibliographical References

5.9. Contribution of Laterality to the Development of Reading and Writing

5.9.1. Introduction
5.9.2. Importance of Laterality in the Learning Process
5.9.3. Laterality in the Reading and Writing Processes
5.9.4. Laterality and Learning Difficulties
5.9.5. Summary
5.9.6. Bibliographical References

5.10. Role of the School Psychologist and Guidance Counselors for Prevention, Development and Learning Difficulties

5.10.1. Introduction
5.10.2. The Guidance Department
5.10.3. Intervention Programs
5.10.4. Advances of Neuropsychology in Learning Difficulties
5.10.5. Training the Teaching Staff
5.10.6. Summary
5.10.7. Bibliographical References

5.11. Parent Orientation

5.11.1. How to Inform Parents
5.11.2. Activities to Improve Academic Performance
5.11.3. Activities to Improve Lateral Development
5.11.4. Problem-Solving Strategies
5.11.5. Summary
5.11.6. Bibliographical References

5.12. Psychomotor Assessment and Intervention

5.12.1. Introduction
5.12.2. Psychomotor Development
5.12.3. Psychomotor Assessment
5.12.4. Psychomotor Intervention
5.12.5. Summary
5.12.6. Bibliographical References

Module 6. Research Methodology

6.1. Research Methodology

6.1.1. Introduction
6.1.2. The Importance of Research Methodology
6.1.3. Scientific Knowledge
6.1.4. Research Approaches
6.1.5. Summary
6.1.6. Bibliographical References

6.2. Choosing the Topic to Research

6.2.1. Introduction
6.2.2. The Issue of Research
6.2.3. Defining the Problem
6.2.4. Choice of the Research Question
6.2.5. Research Objectives
6.2.6. Variables: Types
6.2.7. Summary
6.2.8. Bibliographical References

6.3. Research Proposal

6.3.1. Introduction
6.3.2. Research Hypothesis
6.3.3. Feasibility of the Research Project
6.3.4. Introduction and Justification of the Research
6.3.5. Summary
6.3.6. Bibliographical References

6.4. Theoretical Framework

6.4.1. Introduction
6.4.2. Elaboration of the Theoretical Framework
6.4.3. Resources Used
6.4.4. APA Standards
6.4.5. Summary
6.4.6. Bibliographical References

6.5. Bibliography

6.5.1. Introduction
6.5.2. Importance of Bibliographic References
6.5.3. How to Reference According to APA Standards?
6.5.4. Format of Annexes: Tables and Figures
6.5.5. Bibliography Managers: What Are They? How to Use Them?
6.5.6. Summary
6.5.7. Bibliographical References

6.6. Methodological Framework

6.6.1. Introduction
6.6.2. Roadmap
6.6.3. Sections to be Included in the Methodological Framework
6.6.4. The Population
6.6.5. The Sample
6.6.6. Variables
6.6.7. Instruments
6.6.8. Procedure
6.6.9. Summary
6.6.10 Bibliographical References

6.7. Research Designs

6.7.1. Introduction
6.7.2. Types of Designs
6.7.3. Characteristics of the Designs Used in Psychology
6.7.4. Research Designs Used in Education
6.7.5. Research Designs Used in Education Neuropsychology
6.7.6. Summary
6.7.7. Bibliographical References

6.8. Quantitative Research I

6.8.1. Introduction
6.8.2. Designing Randomized Groups
6.8.3. Designing Randomized Groups with Blocks
6.8.4. Other Designs used in Psychology
6.8.5. Statistical Techniques in Quantitative Research
6.8.6. Summary
6.8.7. Bibliographical References

6.9. Quantitative Research II

6.9.1. Introduction
6.9.2. Unifactorial Intrasubject Designs
6.9.3. Techniques for Controlling the Effects of Intrasubject Designs
6.9.4. Statistical Techniques
6.9.5. Summary
6.9.6. Bibliographical References

6.10. Results

6.10.1 Introduction
6.10.2. How to Gather Data?
6.10.3. How to Analyze Data?
6.10.4. Statistical Programs
6.10.5. Summary
6.10.6. Bibliographical References

6.11. Descriptive Statistics

6.11.1. Introduction
6.11.2. Research Variables
6.11.3. Quantitative Analyses
6.11.4. Qualitative Analyses
6.11.5. Resources that Can Be Used
6.11.6. Summary
6.11.7. Bibliographical References

6.12. Hypothesis Contrast

6.12.1. Introduction
6.12.2. Statistical Hypotheses
6.12.3. How to Interpret Significance (P-Value)?
6.12.4. Criteria for Analyzing Parametric and Non-Parametric Tests
6.12.5. Summary
6.12.6. Bibliographical References

6.13. Correlational Statistics and Independence Analysis

6.13.1. Introduction
6.13.2. Pearson Correlation
6.13.3. Spearman's Correlation and Chi-Square
6.13.4. Results
6.13.5. Summary
6.13.6. Bibliographical References

6.14. Group Comparison Statistics

6.14.1. Introduction
6.14.2. Mann-Whitney T-Test and Mann-Whitney U-Test
6.14.3. T-Test and Wilcoxon Signed Ranges
6.14.4. The Results
6.14.5. Summary
6.14.6. Bibliographical References

6.15. Discussion and Conclusions

6.15.1. Introduction
6.15.2. What is Discussion
6.15.3. Organization of the Discussion
6.15.4. Conclusions
6.15.5. Limitations and Outlook
6.15.6. Summary
6.15.7. Bibliographical References

6.16. Producing the Final Master's Degree Dissertation

6.16.1. Introduction
6.16.2. Front Page and Contents
6.16.3. Introduction and Justification
6.16.4. Theoretical Framework
6.16.5. Methodological Framework
6.16.6. The Results
6.16.7. Intervention Program
6.16.8. Discussion and Conclusions
6.16.9. Summary
6.16.10. Bibliographical References

Module 7. Multiple Intelligences, Creativity, Talent and High Abilities

7.1. Theory of Multiple Intelligences

7.1.1. Introduction
7.1.2. Background
7.1.3. Conceptualization
7.1.4. Validation
7.1.5. Premises and Basic Principles of Theories
7.1.6. Neuropsychological and Cognitive Science
7.1.7. Classification of the Theories of Multiple Intelligences
7.1.8. Summary
7.1.9. Bibliographical References

7.2. Types of Multiple Intelligences

7.2.1. Introduction
7.2.2. Types of Intelligence
7.2.3. Summary
7.2.4. Bibliographical References

7.3. Assessment of Multiple Intelligences

7.3.1. Introduction
7.3.2. Background
7.3.3. Types of Assessments
7.3.4. Aspects to Consider in the Assessment
7.3.5. Summary
7.3.6. Bibliographical References

7.4. Creativity

7.4.1. Introduction
7.4.2. Concepts and Theories of Creativity
7.4.3. Approaches to the Study of Creativity
7.4.4. Characteristics of Creative Thinking
7.4.5. Types of Creativity
7 4.6. Summary
7.4.7. Bibliographical References

7.5. Neuropsychological Basis of Creativity

7.5.1. Introduction
7.5.2. Background
7.5.3. Characteristics of Creative People
7.5.4. Creative Products
7.5.5. Neuropsychological Bases of Creativity
7.5.6. Influence of the Environment and Context on Creativity
7.5.7. Summary
7.5.8. Bibliographical References

7.6. Creativity in the Educational Context

7.6.1. Introduction
7.6.2. Creativity in the Classroom
7.6.3. Stages of the Creative Process
7.6.4. How to Work on Creativity?
7.6.5. Connection Between Creativity and Thinking
7.6.6. Modification in the Educational Context
7.6.7. Summary
7.6.8. Bibliographical References

7.7. Methodologies for Developing Creativity

7.7.1. Introduction
7.7.2. Programs for Developing Creativity
7.7.3. Projects for Developing Creativity
7.7.4. Promoting Creativity in the Family Context
7.7.5. Summary
7.7.6. Bibliographical References

7.8. Creativity Assessment and Guidance

7.8.1. Introduction
7.8.2. Considerations on Assessment
7.8.3. Evaluation Tests
7.8.4. Subjective Assessment Tests
7.8.5. Guidance on Assessment
7.8.6. Summary
7.8.7. Bibliographical References

7.9. High Capacities and Talents

7.9.1. Introduction
7.9.2. Relationship Between Giftedness and High Capacities
7.9.3. Connection Between Heredity and Environment
7.9.4. Neuropsychological Foundation
7.9.5. Models of Giftedness
7.9.6. Summary
7.9.7. Bibliographical References

7.10. Identification and Diagnosis of High Capacities

7.10.1. Introduction
7.10.2. Main Characteristics
7.10.3. How to Identify High Capacities?
7.10.4. Role the Involved Agents
7.10.5. Assessment Tests and Instruments
7.10.6. Intervention Programs
7.10.7. Summary
7.10.8. Bibliographical References

7.11. Problems and Difficulties

7.11.1. Introduction
7.11.2. Problems and Difficulties in the School Environment
7.11.3. Myths and Beliefs
7.11.4. Desynchronies
7.11.5. Differential Diagnosis
7.11.6. Differences Between Genders
7.11.7. Educational Needs
7.11.8. Summary
7.11.9. Bibliographical References

7.12. Connection Between Multiple Intelligences, High Capacities, Talent and Creativity

7.12.1. Introduction
7.12.2. Connection Between Multiple Intelligences and Creativity
7.12.3. Connection Between Multiple Intelligences, High Capacities and Talents
7.12.4. Differences Between Talent and High Capacities
7.12.5. Creativity, High Capacities and Talent
7.12.6. Summary
7.12.7. Bibliographical References

7.13. Guiding and Developing Multiple Intelligences

7.13.1. Introduction
7.13.2. Advising Teachers
7.13.3. Multidimensional Student Development
7.13.4. Curricular Enrichment
7.13.5. Strategies at Different Educational Levels
7.13.6. Summary
7.13.7. Bibliographical References

7.14. Creativity for Problem-Solving

7.14.1. Introduction
7.14.2. Models of the Creative Process for Problem Solving
7.14.3. Creative Project Development
7.14.4. Summary
7.14.5. Bibliographical References

7.15. Educational Process and Family Support

7.15.1. Introduction
7.15.2. Guidelines for Teachers
7.15.3. Educational Response in Children
7.15.4. Educational Response in Primary Education
7.15.5. Educational Response in Secondary Education
7.15.6. Coordination with Families
7.15.7. Program Implementation
7.15.8. Summary
7.15.9. Bibliographical References

Module 8. Dyslexia, Dyscalculia and Hyperactivity

8.1. History of Learning Difficulties

8.1.1. Introduction
8.1.2. Definition of Learning Difficulties
8.1.3. Historical Development
8.1.4. Current Learning Difficulties
8.1.5. Neuropsychology of Learning Difficulties
8.1.6. Causes of Learning Difficulties
8.1.7. Classification of Learning Difficulties
8.1.8. Summary
8.1.9. Bibliographical References

8.2. Conceptualization of Dyslexia

8.2.1. Introduction
8.2.2. Definition
8.2.3. Neuropsychological Bases
8.2.4. Features
8.2.5. Subtypes
8.2.6. Summary
8.2.7. Bibliographical References

8.3. Neuropsychological Assessment of Dyslexia

8.3.1. Introduction
8.3.2. Diagnostic Criteria for Dyslexia
8.3.3. How to Assess it?
8.3.4. Interview with the Tutor
8.3.5. Reading and Writing
8.3.6. Neuropsychological Assessment
8.3.7. Assessment of Other Related Aspects
8.3.8. Summary
8.3.9. Bibliographical References

8.4. Neuropsychological Intervention of Dyslexia

8.4.1. Introduction
8.4.2. Variables Involved
8.4.3. Neuropsychological Field
8.4.4. Intervention Programs
8.4.5. Summary
8.4.6. Bibliographical References

8.5. Conceptualization of Dyscalculia

8.5.1. Introduction
8.5.2. Definition of Dyscalculia
8.5.3. Features
8.5.4. Neuropsychological Bases
8.5.5. Summary
8.5.6. Bibliographical References

8.6. Neuropsychological Assessment of Dyscalculia

8.6.1. Introduction
8.6.2. Assessment Objectives
8.6.3. How to Assess it?
8.6.4. Report
8.6.5. Diagnosis
8.7.6. Summary
8.6.7. Bibliographical References

8.7. Neuropsychological Interventions of Dyscalculia

8.7.1. Introduction
8.7.2. Variables Involved in the Treatment
8.7.3. Neuropsychological Rehabilitation
8.7.4. Intervention in Dyscalculia
8.7.5. Summary
8.7.6. Bibliographical References

8.8. Conceptualization of ADHD

8.8.1. Introduction
8.8.2. TDAH definition
8.8.3. Neuropsychological Bases
8.8.4. Characteristics of Children with ADHD
8.8.5. Subtypes
8.8.6. Summary
8.8.7. Bibliographical References

8.9. Neuropsychological Assessment of ADHD

8.9.1. Introduction
8.9.2. Assessment Objectives
8.9.3. How to Assess it?
8.9.4. Report
8.9.5. Diagnosis
8.9.6. Summary
8.9.7. Bibliographical References

8.10. Neuropsychological Interventions of ADHD

8.10.1. Introduction
8.10.2. Neuropsychological Field
8.10.3. Treatment of ADHD
8.10.4. Other Therapies
8.10.5. Intervention Programs
8.10.6. Summary
8.10.7. Bibliographical References

8.11. Comorbidity in Neurodevelopmental Disorders

8.11.1. Introduction
8.11.2. Neurodevelopment Disorders
8.11.3. Dyslexia and Dyscalculia
8.11.4. Dyslexia and ADHD
8.11.5. Dyscalculia and ADHD
8.11.6. Summary
8.11.7. Bibliographical References

8.12. Neurotechnology

8.12.1. Introduction
8.12.2. Applied to Dyslexia
8.12.3. Applied to Dyscalculia
8.12.4. Applied to ADHD
8.12.5. Summary
8.12.6. Bibliographical References

8.13. Guidance for Parents and Teachers

8.13.1. Introduction
8.13.2. Guidance on Dyslexia
8.13.3. Guidance on Dyscalculia
8.13.4. Guidance on ADHD
8.13.5. Summary
8.13.6. Bibliographical References

Module 9. Neurolinguistic Processes, Difficulties and Intervention Programs

9.1. Neurobiological Basis Involved in Language

9.1.1. Introduction
9.1.2. Language Definitions
9.1.3. Historical Background
9.1.4. Summary
9.1.5. Bibliographical References

9.2. Language Development

9.2.1. Introduction
9.2.2. Appearance of Language
9.2.3. Acquisition of Language
9.2.4. Summary
9.2.5. Bibliographical References

9.3. Neuropsychological Approaches to Language

9.3.1. Introduction
9.3.2. Brain Processes of Language
9.3.3. Brain Areas Involved
9.3.4. Neurolinguistic Processes
9.3.5. Brain Centers Involved in Comprehension
9.3.6. Summary
9.3.7. Bibliographical References

9.4. Neuropsychology of Language Comprehension

9.4.1. Introduction
9.4.2. Brain Areas Involved in Comprehension
9.4.3. Sounds
9.4.4. Syntactic Structures for Linguistic Comprehension
9.4.5. Semantic Processes and Meaningful Learning
9.4.6. Reading Comprehension
9.4.7. Summary
9.4.8. Bibliographical References

9.5. Communication Through Language

9.5.1. Introduction
9.5.2. Language as a Tool for Communication
9.5.3. Evolution of Language
9.5.4. Social Communication
9.5.5. Summary
9.5.6. Bibliographical References

9.6. Language Disorders

9.6.1. Introduction
9.6.2. Speech and Language Disorders
9.6.3. Professionals Involved in the Treatment
9.6.4. Classroom Implications
9.6.5. Summary
9.6.6. Bibliographical References

9.7. Aphasia

9.7.1. Introduction
9.7.2. Types of Aphasia
9.7.3. Diagnosis
9.7.4. Evaluation
9.7.5. Summary
9.7.6. Bibliographical References

9.8. Language Stimulation

9.8.1. Introduction
9.8.2. Importance of Language Stimulation
9.8.3. Phonetic-Phonological Stimulation
9.8.4. Lexical-Semantic Stimulation
9.8.5. Morphosyntactic Stimulation
9.8.6. Pragmatic Stimulation
9.8.7. Summary
9.8.8. Bibliographical References

9.9. Reading and Writing Disorders

9.9.1. Introduction
9.9.2. Delayed Reading
9.9.3. Dyslexia
9.9.4. Dysorthographia
9.9.5. Dysgraphia
9.9.6. Dyslalia
9.9.7. Treatment of Reading and Writing Disorders
9.9.8. Summary
9.9.9. Bibliographical References

9.10. Evaluation and Diagnosis of Language Difficulties

9.10.1. Introduction
9.10.2. Language Evaluation
9.10.3. Language Assessment Procedures
9.10.4. Psychological Tests for Assessing Language
9.10.5. Summary
9.10.6. Bibliographical References

9.11. Intervention in Language Disorders

9.11.1. Introduction
9.11.2. Implementation of Improvement Programs
9.11.3. Improvement Programs
9.11.4. Improvement Programs Using New Technologies
9.11.5. Summary
9.11.6. Bibliographical References

9.12. Incidence of Language Difficulties on Academic Performance

9.12.1. Introduction
9.12.2. Linguistic Processes
9.12.3. Incidence of Language Disorders
9.12.4. Relationship Between Hearing and Language
9.12.5. Summary
9.12.6. Bibliographical References

9.13. Guidance for Parents and Teachers

9.13.1. Introduction
9.13.2. Language Stimulation
9.13.3. Reading Stimulation
9.13.4. Summary
9.13.5. Bibliographical References

Module 10. Emerging Educational Alternatives in the Management of Learning Difficulties

10.1. Introduction
10.2. Information and Communication Technologies (ICTs)

10.2.1. Theoretical Fundamentals of ICT
10.2.2. Historical Development of ICT
10.2.3. Classification of ICT

10.2.3.1. Synchronous
10.2.3.2. Asynchronous

10.2.4. ICT Features
10.2.5. Potential of ICT in Different Contexts of Society

10.3. ICT in Educational Environments

10.3.1. Contribution of ICT to Education in General

10.3.1.1. Tradition Education and ICT Incorporation
10.3.1.2. Impact of ICT in 21st Century Education
10.3.1.3. Learning and Teaching with ICT: Expectations, Realities and Potential

10.3.2. ICT Approaches in the Care of Learning Difficulties

10.3.2.1. ICT as an Educational Resource for the Care of Learning Difficulties

10.3.2.1.1. Teaching Reading
10.3.2.1.2. Teaching Writing
10.3.2.1.3. Teaching Mathematics
10.3.2.1.4. Attention to Attention Deficit Hyperactivity Disorder (ADHD) 

10.3.3. Role of the Teacher in the use of ICT

10.3.3.1. In the Classroom
10.3.3.2. Out-of-Classroom Spaces

10.4. Chess and its Pedagogical Value

10.4.1. Brief Historical Review of Chess
10.4.2. Its Playful Nature
10.4.3. Pedagogical Fundamentals of Play-Science 
10.4.4. Chess as an Educational Tool: In the School Context and in Socially Vulnerable Environments
10.4.5. Potential of Chess in the Teaching-Learning Process of Students with Learning Difficulties

10.4.5.1. Contributions of Chess in Cognitive Activity

10.4.5.1.1. Attention
10.4.5.1.2. Memory
10.4.5.1.3. Motivation
10.4.5.1.4. Managing Emotions
10.4.5.1.5. Strategic Thinking
10.4.5.1.6. Intelligence
10.4.5.1.7. Transfer of Learning

10.4.5.2. Contributions of Chess in the Context of Executive Functions

 10.4.5.2.1. Organisation
 10.4.5.2.2. Planning
 10.4.5.2.3. Execution (Planning, Inhibitory Control, Self-Monitoring)
 10.4.5.2.4. Evaluation / Review

10.5. Chess as a Binding Element of the School-Family-Community Triad in the Management of Learning Disabilities

10.5.1. Strengths in the Use of Chess in School to Promote Family Participation in the Educational Process
10.5.2. Possibilities Chess Offers to Promote Participation of the Community in Schools

10.6. Meditation: From Spiritual Practice to its Current Scope

10.6.1. A Brief Approach to Meditation as an Educational Tool

10.6.1.1. Concept of Meditation
10.6.1.2. Origin of Meditation
10.6.1.3. Its Expansion into Different Fields

10.7. Educational Potential of Meditation to Manage Learning Difficulties and Attention to Diversity

10.7.1. Scientific Evidence of the Effects of Meditation on the Body, Brain and Interpersonal Relationships

10.7.1.1. Neurological Effects: Structural, Biochemical and Functional in the Brain
10.7.1.2. Psychological Effects
10.7.1.3. Physical Effects

10.7.2. Impact of Meditation Practice in Schoolchildren
10.7.3. Impact of Meditation on Teacher's Modes of Action
10.7.4. Impact of Meditation Practice in School Environment

10.8. Activities for the Integration of Knowledge and its Practical Application
10.9. Recommending Readings
10.10. Bibliography

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