Especialízate en Educación Especial y conviértete en el experto que buscan los centros educativos. No lo pienses más y matricúlate ya” 

El avance de la sociedad y la inclusión educativa han traído consigo centros educativos diversos con alumnos que presentan necesidades diferentes según sus capacidades físicas y psíquicas. Esto ha derivado en una exigencia de adaptar las lecciones tradicionales a diferentes metodologías y didácticas que permitan la comprensión por parte del alumnado. Por eso, la Educación Especial se ha convertido en una realidad que existe cada vez en más escuelas y para la que es necesaria contar con unos docentes capacitados.

Con el fin de que los profesores manejen el abordaje de cualquier alumno con una necesidad especial, TECH ha diseñado este programa que ofrece los contenidos más actualizados del momento. Para ello, el estudiante adquirirá conocimientos y habilidades que van desde la profundización en los diferentes tipos de discapacidades, pasando por el concepto de Altas Capacidades, hasta llegar a la aplicación de las nuevas tecnologías en estos ámbitos. Así, dispondrá de materiales teóricos presentados mediante textos enriquecidos, presentaciones multimedia, ejercicios y actividades prácticas guiadas, vídeos motivacionales y casos prácticos.

Se trata de un completo programa que permite al estudiante desarrollarse en este campo profesional de alta demanda y competir entre los mejores por poseer una alta capacitación. Además, la metodología 100% online de la titulación permite compaginar la vida laboral y personal con el aprendizaje de una manera completamente autogestionable. 

TECH pone a tu disposición las principales herramientas educativas para que profundices en el abordaje del niño con trastorno de la conducta y del aprendizaje” 

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

• El desarrollo de casos prácticos presentados por expertos en Educación Especial
• Los contenidos gráficos, esquemáticos y eminentemente prácticos con los que está concebido recogen una información práctica sobre aquellas disciplinas indispensables para el ejercicio profesional
• Los ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje
• Su especial hincapié en metodologías innovadoras 
• Las lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual
• La disponibilidad de acceso a los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet

Un programa ajustado a tus necesidades: solo necesitas un dispositivo electrónico y conexión a internet”

El programa incluye, en su cuadro docente, a profesionales del sector que vierten en esta capacitación la experiencia de su trabajo, además de reconocidos especialistas de sociedades de referencia y universidades de prestigio.  

Su contenido multimedia, elaborado con la última tecnología educativa, permitirá al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará una capacitación inmersiva programada para entrenarse ante situaciones reales.

El diseño de este programa se centra en el aprendizaje basado en problemas, mediante el cual el profesional deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del curso académico. Para ello, contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos.

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

Gracias al formato completamente online de esta titulación, podrás estudiar desde dónde quieras y cuándo quieras, compaginando tu vida laboral y personal con el aprendizaje” 

The syllabus of this program has been designed by a teaching team of high prestige in the sector, which ensures the latest developments and updates in the field of Special Education. Additionally, thanks to TECH's exclusive methodology,  Relearning, the student will be able to acquire the knowledge in a progressive way and integrate it in active planning for learning with ICTs or in the strategies developed for children with High Abilities. It is the most complete option in the academic market to become an expert professional.

Master the different existing learning disorders and specialize in the design of study plans for each one of them"

 

Module 1.  LearningDifficulties

1.1. Developmental psychology

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

1.2. Mathematical Learning

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

1.3. Special Educational Needs and Inclusive Education

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

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

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

1.5. Learning Difficulties Related to Reading and Writing

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

1.6. Learning Difficulties Related to Mathematics

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

1.7. Intellectual Disability

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

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

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

1.9. Learning Disabilities Related to Visual and Auditory Sensory Deficits

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

1.10. Motor Coordination Difficulties or Dyspraxias

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

Module 2. Behavioral and Learning Disorders in Primary Education

2.1. Introduction to Conduct Disorders in Childhood

2.1.1. Introduction and Objectives
2.1.2. DSM-5 and ICD-11 Classifications
2.1.3. Characteristics and Factors of Conduct Disorders
2.1.4. Bibliographical References

2.2. Attention Deficit and/or Hyperactivity Disorder (ADHD)

2.2.1. Introduction and Objectives
2.2.2. ADHD: Definition, Prevalence and Diagnostic Criteria
2.2.3. Treatment and Intervention in the Classroom
2.2.4. Bibliographical References

2.3. Oppositional Defiant Disorder

2.3.1. Introduction and Objectives
2.3.2. Introduction to Oppositional Defiant Disorder
2.3.3. Risk and Prevention Factors
2.3.4. Educational Intervention for Oppositional Defiant Disorder
2.3.5. Bibliographical References

2.4. Behavioral Alternations in Autism Spectrum Disorder

2.4.1. Introduction and Objectives
2.4.2. Levels of Severity and Diagnostic Criteria
2.4.3. Behavioral Patterns in Autism Spectrum Disorders
2.4.4. Parent Training
2.4.5. Bibliographical References

2.5. Mood Disorders in Childhood

2.5.1. Introduction and Objectives
2.5.2. Childhood Anxiety
2.5.3. Childhood Depression
2.5.4. Child Abuse
2.5.5. Treatment and Intervention in Emotional Disorders
2.5.6. Bibliographical References

2.6. Behavioral Disturbances in Excretory Disorders

2.6.1. Introduction and Objectives
2.6.2. Disorders: Enuresis and Encopresis
2.6.3. Behavioral Guidelines in Cases of Enuresis
2.6.4. Behavioral Guidelines in Cases of Encopresis
2.6.5. Bibliographical References

2.7. Eating and Food Ingestion Disorders

2.7.1. Introduction and Objectives
2.7.2. Pica Disorder
2.7.3. Rumination Disorder
2.7.4. Intervention for Parents and Educators
2.7.5. Bibliographical References

2.8. Sleep-Wakefulness Disorder

2.8.1. Introduction and Objectives
2.8.2. Insomnia
2.8.3. Nightmare Disorder
2.8.4. Didactic Interventions for Sleep and Wakefulness Disorders
2.8.5. Bibliographical References

2.9. Techniques for Contingency Management and Behavior Modification in the Classroom

2.9.1. Introduction and Objectives
2.9.2. Procedures to Increase Behavior
2.9.3. Token Economy
2.9.4. Self-Instructional Education
2.9.5. Bibliographical References

2.10. The Teacher

2.10.1. The Center
2.10.2. The Qualified Teacher
2.10.3. The Creativity and Value of the Teacher

Module 3. Education of High-Capacity Children

3.1.  Intelligence and Its Meaning

3.1.1. Historical Review of the Concept of Intelligence
3.1.2. Historical Review: Galton and Measurement
3.1.3. Binet and Mental Age
3.1.4. The Transition from IQ to G-factor
3.1.5. Factor Models
3.1.6. New Proposals of Multiple Intelligences

3.2. High-Capacity Students

3.2.1. Definition of High-Capacity Students
3.2.2. The Renzulli Three-Ring Model
3.2.3. Sternberg and His Typology of Giftedness
3.2.4. Socio-Cultural Models
3.2.5. The Global Model of Giftedness

3.3. Characteristics of High-Capacity Students

3.3.1. Basic Differential Characteristics
3.3.2. Specific Characteristics
3.3.3. Peculiarities of Development: Dyssynchrony

3.4. Talented Students

3.4.1. Definition of Talented Students
3.4.2. Castelló and the Three Types of Talent
3.4.3. Multiple Intelligences and Talented Students

3.5. Identification of High-Capacity Individuals

3.5.1. Identification: First Approach
3.5.2. Identification Problems
3.5.3. Identification Assumptions

3.6. Educational Intervention with High-Capacity Individuals

3.6.1. Diversity: A Basic Premise
3.6.2. Educational Action Steps
3.6.3. Areas of Intervention
3.6.4. Intervention Strategies I: Acceleration
3.6.5. Intervention Strategies II: Grouping
3.6.6. Intervention Strategies III: Enrichment
3.6.7. Other Educational Strategies
3.6.8. Specific Strategies for Talented Students
3.6.9. Star Program: An Example of Integration

3.7. Proposal for Enrichment and Development of Creativity

3.7.1. Enrichment: The Strategy
3.7.2. Triadic Enrichment Model
3.7.3. Enrichment of the Structure-Context of Learning
3.7.4. Types of Curricular Adaptations
3.7.5. Extracurricular Enrichment
3.7.6. Creativity

3.8. New Technologies and New Developmental Possibilities for the High- Cone Capacity Learner

3.8.1. New Technologies ICT
3.8.2. Video Games
3.8.3. Role-Playing Board Games
3.8.4. Gestalt and Art

3.9. International Prospective on High-Capacity Education

3.9.1. Five Countries, Three Continents Faced with Giftedness
3.9.2. Opportunity and Background of High-Capacity Women
3.9.3. The Need for Care of High-Capacity Girls
3.9.4. Education and the Structural Barriers Affecting High-Capacity Girls
3.9.5. Recommendations for High-Capacity Girls

3.10. The Family of High-Capacity Students

3.10.1. The Family and their Relationship with School
3.10.2. The Family
3.10.3. Family-school Relationship
3.10.4. Siblings and Partners: Relationships and Identification

Module 4. Education of Children with Disabilities or Developmental Difficulties

4.1. The School Facing the Education of a Child with Personal Educational Needs: Attention to Diversity

4.1.1. From the School of Segregation to the Comprehensive and Inclusive School
4.1.2. Educational Response to Diversity in a Comprehensive School of Pre-school and Primary Education
4.1.3. Diversity Care Plan

4.2. The Family in the Education of a Child with Personal Educational Needsç

4.2.1. The Family System: Functions, Beliefs and Educational Styles
4.2.2. Conceptions, Needs and Family Orientation
4.2.3. Reaction to the Arrival at Home of a Child with a Disability
4.2.4. Family Attitudes Towards Disability
4.2.5. Inter- and Intra-Family Relationships
4.2.6. Shared Work Between Family and School
4.2.7. How to Optimize the Relationship Between Family and School?

4.3. Education of Children with Sensory Disabilities (Visual, Hearing and Deafblindness)

4.3.1. Education of Children with Visual Impairment
4.3.2. Education of Children with Hearing Impairment
4.3.3. Education of Children with Deafblindness

4.4. Education of Children with Physical and Organizational Disabilities

4.4.1. Definition of Physical and Organizational Disability
4.4.2. Spina Bifida
4.4.3. Spinal cord Injury
4.4.4. Physical Disability due to Disease
4.4.5. Special Educational Needs in Children with Physical Disabilities
4.4.6. Educational Response to Special Educational Needs for Children with Physical Disabilities

4.5. Education of Children with Motor Disabilities (Cerebral Palsy)

4.5.1. Basic Notions of Their Psychological Development
4.5.2. Personal Educational Needs: Personal, Material and Methodological Resources
4.5.3. Educational Response to Personal Educational Needs

4.6. Education of Children with Mental Disabilities

4.6.1. Definition of Mental Disability
4.6.2. Autism Spectrum Disorder
4.6.3. Mood and Anxiety Disorders
4.6.4. Special Educational Needs and Educational Response with Psychiatric Disabilities

4.7. Education of Children with Intellectual Disabilities

4.7.1. Basic Notions of Their Psychological Development
4.7.2. Personal Educational Needs: Personal, Material and Methodological Resources
4.7.3. Educational Response to Personal Educational Needs

4.8. The Education of a Child with a Developmental Disorder of Social Origin (Child Abuse)

4.8.1. Some Basic Notions of Psychological Development
4.8.2. Personal Educational Needs: Personal Resources, Materials, and Basic Orientations
4.8.3. Educational Response to Personal Educational Needs

4.9. Education of Children with Neurological Impairment (Dysexecutive Syndrome)

4.9.1. Dysexecutive Syndrome
4.9.2. Basic Notions of Psychological Development and the Central Nervous System
4.9.3. Personal Educational Needs
4.9.4. Educational Response to Personal Educational Needs

4.10. Financing of Special Education

4.10.1. Financing Special Education in Spain BORRAR
4.10.2. Models and Systems of Special Education Financing in Europe.
4.10.3. Complementary Financing to that of the Educational Administration

With the Relearning methodology you will acquire the knowledge in a progressive way, which will allow you to remember the most important concepts throughout the learning process"