La atención psicopedagógica al alumnado con necesidades educativas específicas necesita de profesionales altamente cualificados y competentes: tú puedes ser uno de ellos"

La Psicopedagogía ha alcanzado, por sus propios méritos, un lugar de reconocimiento en el panorama científico actual. Los conocimientos de esta disciplina se han ido convirtiendo en objeto de artículos, monografías y publicaciones a nivel internacional que han configurado un panorama de elevado interés para el profesional. Estos desarrollos han impulsado el avance en técnicas, disciplinas y modos de presencia e intervención que hacen que la constante actualización sea una condición indispensable.

Esta cualificación, cada vez más amplia, sale del centro educativo para alcanzar todo tipo de sectores, especialmente el sociolaboral, donde se convierte en un valor inestimable. Las nuevas circunstancias sociales y laborales, los nuevos retos educativos, la vertiginosa evolución de los contextos culturales y muchos otros desafíos, requieren de la mayor capacidad en los profesionales de la Psicopedagogía.

Desde el punto de vista de la intervención, la mediación con las familias ha ido también haciéndose, cada vez más importante. La incursión de las nuevas tecnologías en la vida social, laboral o familiar, la diversidad sexual, la diversidad funcional o cualquiera de los nuevos paradigmas, no son estáticos sino que se evolucionan y requieren en cada momento, una mirada competente que sostenga, oriente sirva de referente y que tenga a su vez, un adecuado soporte profesional detrás.

Un completo panorama de intensos retos que, en esta completa capacitación, TECH trata de ayudar a enfrentar. Con los medios humanos y tecnológicos más completos que permitirán avanzar de manera segura, cómoda y eficaz. 

Añade a tu CV un valor extraordinario con los conocimientos y competencias que vas a adquirir con esta capacitación”

Esta Postgraduate diploma en Psychopedagogical Intervention in Special Educational Needs contiene el programa universitario más completo y actualizado del mercado. Sus características más destacadas son: 

• Desarrollo de casos prácticos presentados por expertos en Psicopedagogía  
• Contenidos gráficos, esquemáticos y eminentemente prácticos con los que están concebidos 
• Novedades sobre Psicopedagogía Escolar 
• 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 
• Metodologías basadas en la evidencia en Psicopedagogía Escolar 
• 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

Nuevas formas de intervención, nuevos abordajes y protocolos y los desarrollos más avanzados de esta área de trabajo, en una capacitación de alta especialización”

El cuadro docente de la Postgraduate diploma en Psychopedagogical Intervention in Special Educational Needs está capacitado por profesionales del sector, que vierten todos sus conocimientos y experiencia en esta capacitación para realizar contenidos de calidad, además de reconocidos especialistas pertenecientes a sociedades de referencia y universidades de prestigio. 

El contenido multimedia ha sido elaborado con la última tecnología educativa, lo que permitirá al profesional un aprendizaje situado y contextual, mediante el cual el alumno podrá estudiar en un entorno simulado en el que podrá entrenarse ante situaciones reales. 

El diseño de este programa se fundamenta en el Aprendizaje Basado en Problemas, por lo que el profesional deberá tratar de resolver las distintas situaciones de la práctica profesional que se le planteen a lo largo de la capacitación. Para ello, contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo de la Psicopedagogía Escolar y con gran experiencia docente. 

Una Postgraduate diploma creado para darte la cualificación que tu CV necesita en un mercado laboral, cada vez más exigente"

Con las mayores facilidades para que puedas compaginar tus estudios con tu vida personal o profesional, sin problemas y con total autonomía"

The structure of the contents has been designed by a team of professionals from leading schools and universities. Structured in specific units, it will allow you to learn in a gradual and sustained way, without losing motivation during the process.

A carefully developed, educational program to offer a highly effective updating and specialization process"

Module 1. Assessment, Diagnosis, and Psychopedagogical Guidance

1.1. Counseling and Psychopedagogical Intervention: Concept, Disciplinary Area, Object of Study, and Trajectory

1.1.1. Concept and Functions of Educational Diagnosis. Qualities of the Diagnostician

1.1.1.1. Concept of Educational Diagnosis
1.1.1.2. Functions of Educational Diagnosis
1.1.1.3. Qualities of the Diagnostician

1.1.2. Dimensions, Scopes, and Areas of Action

1.1.2.1. Dimensions in Psychopedagogical Intervention
1.1.2.2. Spheres and Areas of Intervention

1.2. Psychopedagogical Assessment: Function and Nature

1.2.1. Concept, Purpose, and Context

1.2.1.1. Concept of Psychopedagogical Assessment
1.2.1.2. Purpose of the Psychopedagogical Assessment
1.2.1.3. Context of the Assessment

1.2.2. Psychopedagogical Assessment Procedure. Assessment in the School and Family Context

1.2.2.1. Psychopedagogical Assessment Procedure
1.2.2.2. Assessment in the School Context
1.2.2.3. Assessment in the Family Context

1.3. Psychopedagogical Diagnosis: Concept, Possibilities and Delimitation within the Framework of Psychopedagogical Action

1.3.1.  The Diagnostic Process and Stages

1.3.1.1. Diagnostic Process
1.3.1.2. Stages of Diagnosis

1.4. Psychopedagogical Assessment Process according to the Different Spheres of Action

1.4.1. Assessment as a Process
1.4.2. Spheres of Action and Areas of Intervention and Assessment in the School and Family Context

1.4.2.1. Scope and Spheres of Action
1.4.2.2. Assessment Process at School
1.4.2.3. Assessment Process in Family Settings

1.5. Design and Phases in the Psychopedagogical Assessment

1.5.1. Psychopedagogical Assessment Procedure and Phases

1.5.1.1. Psychopedagogical Assessment Procedure
1.5.1.2. Psychopedagogical Assessment Phases

1.6. Psychopedagogical Assessment Techniques and Tools

1.6.1. Techniques and Instruments of Qualitative and Quantitative Assessment

1.6.1.1. Qualitative Assessment Techniques and Instruments
1.6.1.2. Quantitative Assessment Techniques and Instruments

1.7. Psychopedagogical Assessment at School

1.7.1. Assessment in Classroom, School and Family Settings

1.7.1.1. Assessment in the Classroom Context
1.7.1.2. Assessment in the Center Context
1.7.1.3. Assessment in the Family Context

1.8. Returning Information and Follow-up

1.8.1. Return of information and follow-up

1.8.1.1. Return
1.8.1.2. Monitoring

1.9. Psychopedagogical Guidance Models

1.9.1. Clinical Model, Consultation Model, and Program Model

1.9.1.1. Clinical Model
1.9.1.2. Consultation Model
1.9.1.3. Program Model

1.10. School Guidance: Tutorial and Family Guidance

1.10.1. School Guidance and the Tutorial Function. Tutorial Action Plan

1.10.1.1. School Guidance
1.10.1.2. Tutorial Role
1.10.1.3. Tutorial Action Plan

1.11. Vocational, Professional and Career Guidance

1.11.1. Guidance and Vocational/Professional/Career Maturity. Approaches and Interests

1.11.1.1. Vocational Orientation and Maturity
1.11.1.2. Professional Guidance and Maturity
1.11.1.3. Career Guidance and Maturity
1.11.1.4. Approaches and Interests

1.12. Guidance in Health-Social Contexts and Situations of Vulnerability or Social Exclusion

1.12.1. Definition, Purpose, and Health-Social Contexts and Situations of Vulnerability or Social Exclusion. Counseling Guidelines

1.12.1.1. Definition and Contexts of Guidance in Health-Social Settings and Situations of Vulnerability or Social Exclusion
1.12.1.2. Purpose of Guidance in Health-Social Settings and Situations of Vulnerability or Social Exclusion

Module 2. Psychoeducational Attention to Special Educational Needs in the School Context

2.1. Educational Needs in Inclusive Schools and the Role of Psychopedagogy

2.1.1. Psychoeducational Care and Psychopedagogical Intervention. Integration, Diversity, and Inclusive Education

2.1.1.1. Psychoeducational and Psychopedagogical Care
2.1.1.2. Integration, Diversity, and Inclusion
2.1.1.3. Specific Educational Needs

2.2. Regulatory Framework for Attention to Diversity I: Guidance System and Action Plans

2.2.1. Tutorial Action Plan and the Academic and Career Guidance Plan

2.2.1.1. Tutorial Attention Plans
2.2.1.2. Academic and Vocational Guidance Plans

2.2.2. Professional Structure: Educational and Psychopedagogical Guidance Teams and Guidance Department

2.2.2.1. Educational and Psychopedagogical Guidance Teams (EPGT)
2.2.2.2. Guidance Departments

2.3. Regulatory Framework for Attention to Diversity II: Measures for Attention to Diversity

2.3.1. Measures of Attention to Diversity: Organization of Center Resources and the Plan of Attention to Diversity

2.3.1.1. Organization of Resources
2.3.1.2. Plan of Attention to Diversity

2.4. Learning Competency Development

2.4.1. The Concept of Learning and Competence for Study. Emotional Intelligence and Social Competence at School

2.4.1.1. Learning and Study Competence
2.4.1.2. Emotional and Social Intelligence

2.5. Learning Difficulties

2.5.1. Definition of Learning Difficulties. Historical Development

2.5.1.1. Concept of LD
2.5.1.2. Historical Development

2.6. Learning Difficulties in Literacy

2.6.1. Reading Difficulties. Dyslexia and Dysorthographia

2.6.1.1. LD Concept of Reading
2.6.1.2. Dyslexia
2.6.1.3. Dysorthographia

2.7. Learning Difficulties in Mathematics

2.7.1. Definition of Learning Difficulties in Mathematics. Assessment, Diagnosis, and Intervention

2.7.1.1. Concept of LD in Mathematics Learning
2.7.1.2. Assessment
2.7.1.3. Diagnosis
2.7.1.4. Intervention

2.8. Students with Attention Deficit Hyperactivity Disorder (ADHD)

2.8.1. Attention Deficit Hyperactivity Disorder (ADHD) Profile
2.8.2. ADHD Needs Assessment and Educational Intervention

2.8.2.1. Needs Assessment in ADHD
2.8.2.2. Educational Intervention in ADHD

2.9. High Intellectual Capacity Students

2.9.1. The Profile of High Intellectual Ability
2.9.2. Needs Assessment in High Intellectual Abilities and Educational Intervention

2.9.2.1. Assessment
2.9.2.2. Intervention

2.10. Late Entry Students in the Education System and the Educational Compensation System

2.10.1. Concept of Late Incorporation to the Educational System and the Need for Compensatory Education. Educational Compensation Measures

2.10.1.1. Concept of Late Incorporation into the Educational System
2.10.1.2. Concept of Compensatory Need
2.10.1.3. Educational Compensation Measures

2.11. Students with Behavioral Disorders

2.11.1. Profile of Autism Spectrum Disorder (ASD) within Severe Behavioral Disorders. Assessment and Intervention

2.11.1.1. ASD Profile
2.11.1.2. ASD Assessment
2.11.1.3. Intervention

2.12. Disabled Students

2.12.1. Intellectual, Sensory, and Motor Disabilities

2.12.1.1. Intellectual Disability
2.12.1.2. Sensory Disability
2.12.1.3. Motor Disability

Module 3. Early Intervention

3.1. Educational Research and Innovation Introduction

3.1.1. Conceptualization and Historical Evolution of Early Care. Relationship between Development and Early Learning

3.1.1.1. Concept of Early Care
3.1.1.2. Historical Evolution of Early Care
3.1.1.3. Relationship between Development and Early Learning

3.2. Prevention and Main Areas in Early Care

3.2.1. Phases in the Research Process. Areas and Agents

3.2.1.1. Phases in the Research Process in Early Care
3.2.1.2. Areas of Early Intervention
3.2.1.3. Early Care Agents

3.2.2. Child Development and Early Care Centers

3.3. Neurodevelopment during the First Years of Life

3.3.1. Major Biological and Social Risk Factors. Compensation Tools

3.3.1.1. Main Biological Risk Factors
3.3.1.2. Main Social Risk Factors
3.3.1.3. Compensation Tools

3.3.2. Plasticity and Brain Function

3.3.1.1. Concept of Brain Plasticity
3.3.1.2. Brain Function

3.4. Psychoeducational Early Intervention in Social-Cognitive Development

3.4.1. Theoretical Approaches to Cognitive Development. Cognitive Development from 0 to 6 Years Old

3.4.1.1. Theoretical Approaches to Cognitive Development
3.4.1.2. Cognitive Development from 0 to 6 years old

3.4.2. The Preoperational Period

3.4.2.1. Development in the Preoperational Period

3.5. Psychoeducational Early Intervention in Social-Linguistic Development

3.5.1. Early Language Development, Warning Signs, and Early Language Intervention

3.5.1.1. Early Language Development
3.5.1.2. Warning Signs during Early Language Development
3.5.1.3. Early Language Intervention

3.6. Early Psychoeducational Intervention in Social-Emotional Competence

3.6.1. Social-Emotional Development and Early Intervention in Social-Emotional Development

3.6.1.1. Social-Emotional Development
3.6.1.2. Social Contexts and Interactions in Childhood
3.6.1.3. Early Intervention in Social-Emotional Development

3.7. Early Psychoeducational Intervention in Children at Social Risk

3.7.1. Situations of Social Risk. Typology of Maltreatment during Childhood

3.7.1.1. Social Risk in Childhood
3.7.1.2. Types of Maltreatment During Childhood

3.7.2. Methodological and Adaptation Strategies in Risk Situations

3.7.2.1. Early Intervention Strategies
3.7.2.2. Adaptation and Coping Strategies in Social Risk Situations

3.8. Early Care Intervention Programs

3.8.1. Intervention Models and Program Typology in Early Intervention Assessment

3.8.1.1. Early Intervention Models
3.8.1.2. Types of Early Care Programs
3.8.1.3. Program Assessment in Early Care

This is your moment; push yourself with an intensive program that will put you at the forefront of the job market”