Un completísimo programa docente creado para ofrecerte un aprendizaje eficaz y rápido, compatible con tu vida personal y profesional”

Las dificultades de aprendizaje se encuentran relacionadas con las alteraciones que un infante puede presentar en las diferentes áreas: lectoescritura, capacidad lógico-matemática, lenguaje y razonamiento. De esta manera, se trata de un conjunto de problemas diferenciado dentro de las Necesidades Educativas Especiales y pueden ser intrínsecos o extrínsecos al educando, interfiriendo en ambos casos en la adecuación del alumno a las exigencias de los procesos de enseñanza y de aprendizaje. 

En esta capacitación se plantea la relación educativa existente entre la familia y la sociedad, ubicando los dos contextos educativos y tratando la importancia de la educación familiar. Además, se diferencia la enseñanza programada que lleva a cabo la escuela de la espontánea que realiza la familia, analizando de esta forma la educación formal, la no formal y la informal y estudiando las relaciones presentes entre la familia y la escuela. 

Todos estos procesos se deben materializar en una adaptación real y posible a las necesidades de cada alumno o alumna. Para ello se mostrará, en un estudio intensivo y completo, cómo elaborar las adaptaciones educativas utilizando las herramientas y materiales más innovadores de la mano de expertos con amplia experiencia en el sector, con el fin de crear un proceso que permita realmente impulsar al alumnado en su aprendizaje teniendo en cuenta sus formas óptimas de enfrentar cada área de estudio. 

Forma parte de la docencia más avanzada, competitiva y actual con los conocimientos de un experto en Diagnóstico e Intervención Educativa y Familiar. Aprenderás de los mejores y con el sistema de estudio más eficaz del mercado”

Esta Postgraduate diploma en Educational and Family Diagnosis and Intervention contiene el programa educativo más completo y actualizado del mercado. Sus características más destacadas son:

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

Este programa te enfrentará a retos reales que te permitirán realizar un aprendizaje contextual, aprendiendo de manera práctica con los mejores métodos de estudio actuales”

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 los profesionales deberán tratar de resolver las distintas situaciones de práctica profesional que se les planteen a lo largo del programa académico. Para ello, contarán con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos. 

Aprende de manera sencilla, intensiva y flexible con la calidad de los modelos de enseñanza mejor valorados del panorama docente online"

Serás capaz de identificar los diferentes trastornos en los centros educativos y desarrollarás las capacidades para solventarlos"

The contents have been developed by the most competent professionals in this sector, with a high quality criterion in each of its moments. For this purpose, the most relevant and comprehensive topics have been selected, with the latest and most interesting updates The syllabus of this program will allow you to learn all aspects of the different disciplines involved in this field. A complete and well-structured program that will lead you to the highest standards of quality and success.  

A unique, key and decisive experience to boost your professional development and improve your teaching techniques" 

Module 1. Introduction to Psychopathology for Educators 

1.1. Neurodevelopment Disorders

1.1.1. What are Neurodevelopmental Disorders? 
1.1.2. Disorders Included in the Diagnostic Category of Neurodevelopmental Disorders
1.1.3. Relevant Aspects of Neurodevelopmental Disorders in Childhood and Adolescence

1.2. Schizophrenia Spectrum Disorders and Other Psychotic Disorders

1.2.1. What are Schizophrenia Spectrum Disorders and Other Psychotic Disorders?
1.2.2. Disorders Included in the Diagnostic Category of "Schizophrenia Spectrum Disorders and Other Psychotic Disorders"
1.2.3. Childhood Schizophrenia

1.3. Bipolar and Related Disorders

1.3.1. What are Bipolar and Related Disorders? 
1.3.2. Disorders Included in the Diagnostic Category of "Bipolar and Related Disorders"

1.4. Depressive Disorders

1.4.1. The Universe of Depressive Disorders
1.4.2. Disorders Included in the Diagnostic Category "Depressive Disorders"

1.5. Anxiety Disorders

1.5.1. Anxiety Disorders
1.5.2. Types of Anxiety Disorders included in the DSM-V
1.5.3. Relevance of Anxiety Disorders in Childhood and Adolescence

1.6. Obsessive Compulsive Disorder and Related Disorders

1.6.1. Introduction to Obsessive-Compulsive Disorder and Related Disorders
1.6.2. Disorders Included in the Diagnostic Category of "Obsessive-Compulsive and Related Disorders"

1.7. Trauma and Stress-Related Disorders

1.7.1. What are Trauma-Related Disorders and Stressors? 
1.7.2. Disorders Included in the Diagnostic Category of "Trauma- and Stressor-Related Disorders"

1.8. Dissociative Disorders

1.8.1. Characteristics of Dissociative Disorders
1.8.2. Disorders Included in the Diagnostic Category of "Dissociative Disorders"

1.9. Somatic Symptom Disorders and Related Disorders

1.9.1. What are Somatic Symptom Disorders and Related Disorders? 
1.9.2. Disorders included in the Diagnostic Category of "Somatic Symptom Disorders and Related Disorders"
1.9.3. Evidence and Data of Relevance on Factitious Disorder as Applied to Another (in Children and Adolescents)

1.10. Eating and Food Ingestion Disorders

1.10.1. What are Eating and Food Intake Disorders? 
1.10.2. Eating and Food Intake Disorders included in the DSM-V
1.10.3. Relevant Data on Eating and Food Intake Disorders in Adolescence

Module 2. Diagnostic Techniques and Instruments 

2.1. Diagnostic Techniques and Instruments

2.1.1. Introduction and Basic Concepts of Educational Diagnostic 
2.1.2. The Process and the Variables in Educational Diagnosis 
2.1.3. Evaluation Techniques and Procedures 
2.1.4. Scope of Application 

2.2. Code of Ethics. Teachers’ Professional Guide

2.2.1. Evolution Over Time 
2.2.2. On the Professionalization of Teachers 
2.2.3. Code of Ethics of the Teaching Profession 
2.2.4. Possibilities of the Teachers’ Code of Ethics

2.3. The Report as a Tool in Evaluation and Diagnosis 

2.3.1. Concept of the Report as a Diagnostic Tool 
2.3.2. Parts of the Education Report 
2.3.3. Report Characteristics

2.4. Observation Techniques 

2.4.1. Observation as a Method 
2.4.2. Functions of the Observation 
2.4.3. Object of the Observation 
2.4.4. Designs in Observational Research 
2.4.5. Types of Observation 

2.5. Interrogation Techniques. The Interview 

2.5.1. The Interview in Educational Diagnosis 
2.5.2. Characteristics of the Interview in the Educational Environment 
2.5.3. Data Previous to the Interview 
2.5.4. Types of Interviews 

2.6. Theoretical Foundations of Psychometric Techniques 

2.6.1. Basic Principles of Psychological Measuring Techniques 
2.6.2. Techniques for the Construction of Attitude Scales 
2.6.3. Test Theory 
2.6.4. Interpretation of Scores 
2.6.5. Item Analysis 
2.6.6. Technical and Ethical Recommendations 

2.7. Standardized Tests: Evaluation and Diagnosis in Attention and Memory 

2.7.1. Introduction 
2.7.2. Types of Tests for Evaluating Attention 
2.7.3. Types of Tests for Evaluating Memory 

2.8. Standardized Tests: Evaluation and Diagnosis in Literacy and Mathematics 

2.8.1. Dyslexia 
2.8.2. Literacy and Dyslexia Evaluation Tools 
2.8.3. Standardized Tests in Mathematics 

2.9. Standardized Tests: Evaluation and Diagnosis of Intelligence 

2.9.1. Test on the Concept of Intelligence and Education 
2.9.2. Types of Standardized Tests in Diagnosis of Intelligence 
2.9.3. Theory of Multiple Intelligences 

2.10. Standardized Tests: Evaluation and Diagnosis in Attention ASD 

2.10.1. Definition and Types of ASD 
2.10.2. Evaluation of the Level of Development 
2.10.3. Rapid Assessment of Autism 
2.10.4. Extensive Assessment of Autism

Module 3. Learning Difficulties and Developmental Disorders 

3.1. Developmental psychology 

3.1.1. Physical or Motor Development 
3.1.2. Cognitive Development 
3.1.3. Language Development 
3.1.4. Emotional development 

3.2. Mathematical Learning  

3.2.1. Definition and Conceptualization of Learning Difficulties (LD) 
3.2.2. Memory and Learning Difficulties 

3.3. Special Educational Needs and Inclusive Education 

3.3.1. The Inclusive School Movement Overcoming School Integration 
3.3.2. The Road to a School for All 
3.3.3. Promoting Inclusive Education in Early Childhood Education

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

3.4.1. Oral Linguistic Pathology: Problems in the Communicative, Language, Speech and Voice domains
3.4.2. Language Problems 
3.4.3. Speech and Articulation Disorders 

3.5. Learning Difficulties Related to Reading and Writing

3.5.1. Conceptualization of Dyslexia or Specific Reading Disorder
3.5.2. Characteristics of Dyslexia 
3.5.3. Reading Pathways and Types of Dyslexia 
3.5.4. Intervention Guidelines for Students with Dyslexia 
3.5.5. Other Learning Difficulties Related to Reading and Writing 

3.6. Learning Difficulties Related to Mathematics 

3.6.1. Conceptualization of the Specific Learning Disorder with Difficulties in Mathematics 
3.6.2. Etiology and Course of Difficulties in the Mathematical Field 
3.6.3. Types of Specific Mathematics Learning Disorders 
3.6.4. Characteristics of Specific Mathematics Learning Disorders 
3.6.5. Classroom Intervention Guidelines for Students with Specific Mathematics Learning Disorders 

3.7. Intellectual Disability 

3.7.1. Intellectual Disability Conceptualization 
3.7.2. Detection of Intellectual Disability in the Classroom 
3.7.3. Special Educational Needs of Learners with Intellectual Disabilities 
3.7.4. Intervention Guidelines in the Classroom for Students with Intellectual Disability 

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

3.8.1. Is High Ability an Educational Problem? 
3.8.2. The Concept of High-Capacity Students Is It Possible to Define? 
3.8.3. Identifying High-Capacity Students 
3.8.4. Intervention for High-Capacity Students 

3.9. Learning Disabilities Related to Visual and Auditory Sensory Deficits 

3.9.1. Visual Impairment 
3.9.2. Developmental Characteristics of Infants with Visual Impairment 
3.9.3. Special Educational Needs of Visually Impaired Children 
3.9.4. Educational Intervention in the Classroom for Students with Visual Impairment 
3.9.5. Hearing Impairment 
3.9.6. Detection of Hearing Impaired Students in the Classroom 
3.9.7. Special Educational Needs of Hearing Impaired Children 
3.9.8. Intervention Guidelines in the Classroom for Hearing Impaired Students 

3.10. Motor Coordination Difficulties or Dyspraxias

3.10.1. Conceptualization of Motor Disability 
3.10.2. Conceptualization of Motor Coordination Difficulties or Dyspraxias 
3.10.3. Detection of Dyspraxias in the Classroom
3.10.4. Classroom Intervention Guidelines for Students with Dyspraxias

Module 4. Teaching and Learning in the Family, Social and School Context 

4.1. Education, Family and Society

4.1.1. Introduction to the Categorization of Formal, Non-Formal and Informal Education 
4.1.2. Concepts of Formal, Non-Formal and Informal Education 
4.1.3. Latest Information of Formal and Non-Formal Education
4.1.4. Fields of Non-Formal Education

4.2. Family Education in a World of Change

4.2.1. Family and School: Two Educational Contexts 
4.2.2. Family and School Relationships 
4.2.3. The School and the Information Society 
4.2.4. The Role of the Media 

4.3. The Educating Family 

4.3.1. Main Dimensions in the Study of Socialization 
4.3.2. Agents of Socialization 
4.3.3. The Concept of Family and Its Functions 
4.3.4. Family Education 

4.4. Education, Family and Community 

4.4.1. Community and Family Educating 
4.4.2. Education in Values  

4.5. School for Parents 

4.5.1. Communication with the Families  
4.5.2. The School for Parents 
4.5.3. Program of a School of Parents 
4.5.4. The Methodology of Family Workshops 

4.6. Family Educational Practices 

4.6.1. Family Characteristics 
4.6.2. The Family: Its Social Changes and New Models 
4.6.3. The Family as a Social System 
4.6.4. Discipline in the Family 
4.6.5. Family Educational Styles 

4.7. The Media and Its Educational Influence 

4.7.1. Media Culture 
4.7.2. Education through Media 

4.8. Family Counselling 

4.8.1. Educational Counselling 
4.8.2. Educating in Social Skills and in Childhood 

4.9. Social Change, School and Teachers 

4.9.1. An Evolving Economy  
4.9.2. Networked Organizations  
4.9.3. New Family Configurations  
4.9.4. Cultural and Ethnic Diversity  
4.9.5. Knowledge with an Expiry Date  
4.9.6. The Teacher: An Agent in Crisis  
4.9.7. Teaching: The Profession of Knowledge

4.10. Some Constants in Teaching

4.10.1. The Content Taught Generates Identity  
4.10.2. Some Knowledge Is Worth More Than Others  
4.10.3. Teaching Is Learning to Teach 
4.10.4. "Every Teacher Has Their Own Little Book"  
4.10.5. Students at the Center of Motivation  
4.10.6. Whoever Leaves the Classroom Does Not Return

A quality program, created by experts in the field who will put their professional and teaching experience at your service to accompany you throughout your specialization"