An academic itinerary in theoretical-practical mode and 1,620 hours of duration where you will develop rigorous competencies for your professional performance in the field of Early Childhood Education"

The World Health Organization estimates that around 15% of the world's population has some form of disability - physical or cognitive - and a significant proportion of these individuals are school-age children. However, the actual figures are under-recorded due to the age of data collection methods and the variability of criteria for determining special educational needs. Added to this is the difficulty that teachers face in finding qualifications that enable them to master the analysis models in a practical and intensive way. On the contrary, professionals in the pedagogical sector mostly have qualifications with a heavy theoretical load and are outdated with respect to the most recent teaching trends.

TECH will overcome all these deficiencies with this program. The Hybrid Master's Degree in Early Childhood Education has a unique mode of study in which students will update their knowledge and skills. To do this, first of all, the academic itinerary will examine 10 very complete modules through an exclusive and 100% online methodology. In this way, by means of advanced systems such as Relearning, specialists will consolidate complex concepts in a fast, flexible and efficient way. Some of them will be the latest trends in Special Education, the management of learning difficulties and specific attention to disability.

In addition, this 1,500-hour stage will not be subject to hermetic schedules or continuous evaluations. Therefore, each graduate will be able to determine when to access the contents according to their personal interests and obligations.

On the other hand, at the end of this initial stage, the graduates will have a face-to-face and intensive stay. This training period will last 3 weeks, distributed in intensive 8-hour days, from Monday to Friday. Likewise, the entire practical process will be guided by tutors with an excellent command of early stimulation for young children.

The contents that this TECH program will provide you with in its theoretical period will be accessible 24 hours a day"

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

• Development of more than 100 case studies presented by Early Childhood Education professionals and university professors with extensive experience in the management of early learning
• Their graphic, schematic and practical contents provide essential information on those disciplines that are indispensable for professional practice
• Comprehensive plans of systematized action for children with special needs in early childhood education
• Presentation of practical workshops on educational techniques
• Interactive learning system based on algorithms for decision making in specific teaching situations
• 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

In the 3 weeks of the face-to-face stay of this program, you will be able to handle the most innovative teaching techniques and resources"

In this proposal for a Hybrid Master's Degree, of a professionalizing nature and blended learning modality, the program is aimed at updating Early Childhood Education professionals who work in private and public schools and require a high level of qualification. The contents are based on the latest scientific evidence, and oriented in a didactic way to integrate theoretical and practical knowledge about specialized care for early childhood and children with special needs.

Thanks to its multimedia content elaborated with the latest educational technology, they will allow the Early Childhood Education 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.

Get up to date on the inclusion of new technologies in Early Childhood Education classrooms with this TECH program"

Don't miss this opportunity to acquire highly demanded competencies in the field of Early Childhood Education without abandoning your personal and work obligations.

The agenda of this 10-module TECH program addresses child development and the most disruptive pedagogical keys. At the same time, it delves into the psychological foundations that facilitate the intervention of teachers in addressing behavioral problems and learning difficulties. The program also delves into specific games and strategies for planning activities and developing classroom management. In addition, during this theoretical phase, the Hybrid Master's Degree facilitates the study of its contents from an innovative platform and provides a complete methodology in a 100% online format.

The theoretical contents of this program have been arranged in different formats such as explanatory videos and interactive summaries"

Module 1. Early Education

1.1. Early Care and Education Concepts

1.1.1. The Shift from Early Stimulation to Early Care
1.1.2. Definition of Early Care
1.1.3. Fundamentals of Early Childhood Care
1.1.4. Objectives, Principles and Levels of Early Care
1.1.5. Levels of Early Care Prevention
1.1.6. Early Care Support Service
1.1.7. Family-centered Early Care

1.2. Basis of Motor Development

1.2.1. Psychomotor Development and Perfection of Movements
1.2.2. Concepts of Development, Maturation, Growth and Learning
1.2.3. Motor Development: Beginnings and Basic Patterns

1.3. Basis of Cognitive Development

1.3.1. Neurological Bases of Cognitive Development
1.3.2. Psychological Bases of Cognitive Development
1.3.3. Cognitive Development from 0 to 2 Years
1.3.4. Cognitive Development from 3 to 6 Years Old

1.4. Social-emotional Development in Early Childhood Care

1.4.1. Socio-emotional Development
1.4.2. Emotional Regulation
1.4.3. Attachment
1.4.4. The Family as a Principle of Affective-Emotional Development
1.4.5. The School, Children's Needs and Emotional and Affective Well-Being
1.4.6. Development of Autonomy, Self-concept and Self-esteem
1.4.7. Moral Development and Values Education in the Early Stages

1.5. Diversity Programs

1.5.1. Diversity and Inclusion
1.5.2. The Classroom as a Space for Diversity
1.5.3. Adapted Methodologies for the Attention of Diversity
1.5.4. Play as a Means to Achieve Learning and Participation

1.6. Early Stimulation

1.6.1. Early Stimulation
1.6.2. Where Can Stimulation Be Carried Out?
1.6.3. Stimulation Duration and Materials

1.7. Principles for Structuring an Early Stimulation Program

1.7.1. Biological Basis of the Brain
1.7.2. The Processes of Brain Development and Developmental Milestones
1.7.3. Socio-cultural Reality

1.8. Development Programs as a Formal Modality in the Educational Project

1.8.1. Fundamental Ideas
1.8.2. General Objectives
1.8.3. Concepts and Guidelines to Follow

1.9. Influences on Child Development

1.9.1. Factors Influencing Comprehensive Development in Childhood
1.9.2. The Role of the Family and its Relationships
1.9.3. The Role of the Environment

1.10. Psychomotor and Sound Stimulation

1.10.1. Movement and Psychomotor Skills in Early Stimulation
1.10.2. General Recommendations for Psychomotor Development
1.10.3. Sensory Periods and Early Stimulation
1.10.4 Areas of action

Module 2. Learning Difficulties I

2.1. Developmental psychology

2.1.1. Physical or Motor Development
2.1.2. Cognitive Development
2.1.3. Language Development
2.1.4. Emotional Development

2.2. Learning Difficulties: Difficulties of an Intrapsychological and Interpsychological Nature

2.2.1. Definition and Conceptualization of Learning Disabilities(DA)
2.2.2. Intrapsychological Learning Difficulties
2.2.3. Intrapsychological Learning Difficulties
2.2.4. Interactive Hypothesis

2.3. Special Educational Needs and Inclusive Education

2.3.1. The Inclusive School Movement Overcoming School Integration
2.3.2. Towards a School for Everyone

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

2.4.1. Oral Linguistic Pathology: Problems in the Communicative, Language, Speech and Voice domains
2.4.2. Language Problems
2.4.3. Speech and Articulation Disorders

2.5. Learning Difficulties Related to Reading and Writing

2.5.1. Conceptualization of Dyslexia or Specific Reading Disorder
2.5.2. Features
2.5.3. Reading Pathways and Types of Dyslexia
2.5.4. Intervention Guidelines
2.5.5. Other Learning Difficulties Related to Reading and Writing

2.6. Learning Difficulties Related to Mathematics

2.6.1. Conceptualization of the Specific Learning Disorder with Difficulties in Mathematics
2.6.2. Etiology and Course
2.6.3. Types
2.6.4. Features
2.6.5. Classroom Intervention Guidelines

2.7. Intellectual Disability

2.7.1. Intellectual Disability Conceptualization
2.7.2. Detection of Intellectual Disability in the Classroom
2.7.3. Special Educational Needs of Children with Intellectual Disabilities
2.7.4. Classroom Intervention Guidelines

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

2.8.1. Is High Ability an Educational Problem?
2.8.2. The Concept: Can High Ability Be Defined?
2.8.3. Identification: Can the Most Able Learners be Identified?
2.8.4. The Intervention: What, How and When to Teach?

2.9. Learning Disabilities Related to Visual and Auditory Sensory Deficits

2.9.1. Visual Impairment
2.9.2. Developmental Characteristics of Children with Visual Impairment
2.9.3. Special Educational Needs of Children With Visual Impairment
2.9.4. Educational Intervention in the Classroom
2.9.5. Hearing Impairment
2.9.6. Detection of Hearing Impaired Students in the Classroom
2.9.7. Special Educational Needs in Hearing Impaired Children
2.9.8. Classroom Intervention Guidelines

2.10. Motor Coordination Difficulties or Dyspraxias

2.10.1. Conceptualization of Motor Disability
2.10.2. Conceptualization of Motor Coordination Difficulties or Dyspraxias
2.10.3. Detection of Dyspraxias in the Classroom
2.10.4. Classroom Intervention Guidelines

2.11. Attention Deficit Hyperactivity Disorder (ADHD)

2.11.1. Conceptualization
2.11.2. Types and Characteristics
2.11.3. Associated Disorders
2.11.4. Conceptualization of Executive Functions and Their Impact on Performance and the Social Field
2.11.5. Detection of ADHD in The Classroom
2.11.6. Classroom Intervention Guidelines

2.12. The Assessment of Centers and the Educational Environment

2.12.1. Conceptualization and Characterization of Autism Spectrum Disorder (ASD)
2.12.2. Conceptualization and Characterization of Asperger Syndrome
2.12.3. Guidelines for Identifying Children with ASD or Asperger Syndrome in the Classroom
2.12.4. Intervention Guidelines

Module 3. Learning Difficulties II

3.1. Evolution from Special Education to Inclusive Education in Early Childhood Education

3.1.1. Key Concepts from Special Education to Inclusive Education
3.1.2. Inclusive School Conditions
3.1.3. Promoting Inclusive Education in Early Childhood Education

3.2. Characteristics and Needs in Early Childhood

3.2.1. Acquisition of Motor Skills
3.2.2. Acquisition of Psychological Development
3.2.3. Development of Subjectivation

3.3. The Role of Parents in Early Care

3.3.1. Parent Education
3.3.2. Non-Involvement of Parents
3.3.3. Fostering Parent-Child Relationships

3.4. Difficulties in Language Acquisition

3.4.1. Language Development from 0 to 4 Years Of Age
3.4.2. Difficulties in Language Acquisition
3.4.3. Educational Intervention in the Pre-School Classroom

3.5. Difficulties Associated with the Beginning of Reading and Writing

3.5.1. Dilemmas About Written Language
3.5.2. Learning Difficulties in Reading
3.5.3. Educational Intervention in the Pre-School Classroom

3.6. Autism Spectrum Disorder: Early Care

3.6.1. Child Cognitive Development and Warning Signs
3.6.2. Early Care Program in Autism Spectrum Disorder (ASD)

3.7. Affective Difficulties

3.7.1. Affective Bonding: Attachment and Detachment
3.7.2. Overprotection
3.7.3. Description of Emotional Difficulties
3.7.4. Promoting Self-Esteem and Self-Concept
3.7.5. Educational Interventions in the Pre-School Classroom

3.8. Intellectual Precocity and Abilities

3.8.1. General Criteria
3.8.2. Intellectual Precocity at Early Ages
3.8.3. High Abilities in Early Ages
3.8.4. Educational Interventions in the Pre-School Classroom

3.9. Relations with Families

3.9.1. General Criteria
3.9.2. Establishing Good Communication with Families
3.9.3. Description of the Development of the Interviews with Families

3.10. Working with the Early Childhood Education Team

3.10.1. Key Concepts
3.10.2. A Team around a Child
3.10.3. Strengths of Working Together

3.11. Observation or Assessment Methods in Early Childhood Education

3.11.1. Key Concepts
3.11.2. Observations
3.11.3. Multidisciplinary Assessments

3.12. Psychomotor Skills in Early Childhood Schools

3.12.1. Key Concepts
3.12.2. Educational Factors of Psychomotor Skills
3.12.3. Psychomotor Practice in Early Childhood Classrooms

3.13. Educational Resilience

3.13.1. Key Concepts of Resilience
3.13.2. Educational Resilience: Towards the Pathway to Successful Learning
3.13.3. Characteristics of Resilience-Promoting Schools

Module 4. Personalized Education. Anthropological, Philosophical, and Psychological Foundations

4.1. The Human Person

4.1.1. Introduction and Objectives
4.1.2. Educating Taking Into Account The Person
4.1.3. Person and Human Nature
4.1.4. Attributes or Radical Properties of the Person
4.1.5. Strategies to Favor the Unfolding of the Person's Radical Attributes or Properties
4.1.6. The Human Person as a Dynamic System
4.1.7. The Person and the Meaning That They Can Give to their Life

4.2. Pedagogical Foundations of Personalized Education

4.2.1. Introduction and Objectives
4.2.2. The Educability of the Human Being as a Capacity for Integration and Growth
4.2.3. What is Personalized Education (And What Is Not)?
4.2.4. Purposes of Personalized Education
4.2.5. The Personal Teacher-Student Encounter
4.2.6. Protagonists and Mediators
4.2.7. The principles of Personalized Education

4.3. Learning Situations in Personalized Education

4.3.1. Introduction and Objectives
4.3.2. The Personalized Vision of the Learning Process
4.3.3. Operational and Participative Methodologies: General Characteristics
4.3.4. Learning Situations and their Personalization
4.3.5. Materials and Resources Function
4.3.6. Evaluation as a Learning Situation
4.3.7. The Personalized Educational Style: its Five Manifestations
4.3.8. How to Promote the Five Manifestations of the Personalized Educational Style?

4.4. Motivation: A Key Aspect of Personalized Learning

4.4.1. Introduction and Objectives
4.4.2. Influence of Affectivity and Intelligence in the Learning Process
4.4.3. Definition and Types of Motivation
4.4.4. Motivation and Values
4.4.5. Strategies to Make the Learning Process More Attractive
4.4.6. The Playful Aspect of Schoolwork

4.5. Metacognitive Learning

4.5.1. Introduction and Objectives
4.5.2. What Should Students Be Taught in Personalized Education
4.5.3. What does "Metacognition" Mean and What Does "Metacognitive Learning" Mean?
4.5.4. Metacognitive Learning Strategies
4.5.5. Consequences of Learning in a Metacognitive Way
4.5.6. How to Assess Whether the Student Is Learning in a Meaningful Way?
4.5.7. Keys To Educate in Creativity

4.6. Personalizing the Organization of the School Center

4.6.1. Introduction and Objectives
4.6.2. Factors in the Organization of a School
4.6.3. The Personalized School Environment
4.6.4. The Students
4.6.5. The Teachers
4.6.6. The Families
4.6.7. The School as an Organization and as a Community
4.6.8. What Indicators Can We Use to Evaluate the Educational Personalization of a School Center

Module 5. Self-knowledge and Personal Autonomy in Early Childhood Education

5.1. The Development Environment

5.1.1. Definition of Self-Awareness, Self-Concept and Self-Esteem
5.1.2. The First Context of Development: The Family Environment
5.1.3. The Age for Breastfeeding
5.1.4. The Role of Parents in Child Development

5.2. The Origins of Competition

5.2.1. Introduction
5.2.2. Individual Differences at Birth
5.2.3. Cognitive Development
5.2.4. Communication
5.2.5. Motivation

5.3. Development of the Sense of Self: Background

5.3.1. Introduction
5.3.2. Freudian Theory of Development
5.3.3. Some Key Psychoanalytic Theories in Development
5.3.4. Theoretical Models of Cognitive Development
5.3.5. The Computational Approach or Cognitive Psychology
5.3.6. The Systemic Approach to Development
5.3.7. Early Emotional Development

5.4. The Importance of Others

5.4.1. Introduction
5.4.2. Link
5.4.3. Fear of Strangers
5.4.4. Response to the Absence of Family Figures

5.5. Self-concept: Current Situation and Teaching Role

5.5.1. Conceptual Delimitation and Components of Self-Concept
5.5.2. Stages of Self-Concept Development
5.5.3. Self-concept: Hierarchical-multidimensional Model
5.5.4. Self-concept: Academic and Non-Academic Dimensions
5.5.5. The Teacher's Role in Self-Concept

5.6. The Origins of Autonomy

5.6.1. Introduction
5.6.2. The Separation-Individuation Process
5.6.3. Separation Resistance
5.6.4. Non-autonomous Operation

5.7. Autonomy and Learning

5.7.1. Introduction
5.7.2. Learning How to Face Reality
5.7.3. The Role of Play in Learning to Confront Reality

5.8. The Child in the Family: Influences on Learning

5.8.1. Introduction
5.8.2. Relationship with Parents
5.8.3. Relationship with Siblings

5.9. Development of self-awareness and Autonomy in the Early Childhood Classroom

5.9.1. Introduction
5.9.2. Learning How to Learn
5.9.3. Practical Resources for Self-Awareness Education
5.9.4. Guidelines for Autonomy Education in the Classroom
5.9.5. Final Conclusions

5.10. Assessment of Self-Concept and Self-Esteem in the Early Childhood Classroom

5.10.1. Introduction
5.10.2. First Considerations on the Assessment of Self-Concept and Self-Esteem
5.10.3. Assessment of Self-Concept and Self-Esteem in the Classroom
5.10.4. Warning Signs to Detect Possible Problems of Self-Concept and Self-Esteem in Children

Module 6. Equality and Diversity in the Classroom

6.1. Basic Concepts of Equality and Diversity

6.1.1. Equality, Diversity, Difference, Justice and Fairness
6.1.2. Diversity as Something Positive and Essential to Life
6.1.3. Relativism and Ethnocentrism
6.1.4. Human Dignity and Human Rights
6.1.5. Theoretical Perspectives on Diversity in the Classroom
6.1.6. Bibliographical References

6.2. Evolution from Special Education to Inclusive Education in Early Childhood Education

6.2.1. Key Concepts from Special Education to Inclusive Education
6.2.2. Inclusive School Conditions
6.2.3. Promoting Inclusive Education in Early Childhood Education

6.3. Characteristics and Needs in Early Childhood

6.3.1. Acquisition of Motor Skills
6.3.2. Acquisition of Psychological Development
6.3.3. Development of Subjectivation

6.4. Exclusion in Schools

6.4.1. The Hidden Syllabus
6.4.2. Intolerance and Xenophobia
6.4.3. How to Detect Bullying in the Classroom
6.4.4. Bibliographical References

6.5. Main Factors of School Failure

6.5.1. Stereotypes and Prejudices
6.5.2. Self-Fulfilling Prophecies, the Pygmalion Effect
6.5.3. Other Factors Influencing School Failure
6.5.4. Bibliographical References

6.6.  Inclusive and Intercultural School

6.6.1. The School as an Open Entity
6.6.2. Dialogue
6.6.3. Intercultural Education and Attention to Diversity
6.6.4. What Is Intercultural Schooling?
6.6.5. Problems in the School Environment
6.6.6. Performance
6.6.7. Proposals on Interculturality to Work in the Classroom
6.6.8. Bibliographical References

6.7. Digital Exclusion in the Digital Information Society

6.7.1. Transformations in the Digital Information Society
6.7.2. Access to Information
6.7.3. Web 2.0: from Consumers to Creators
6.7.4. Risks Associated with the Use of ICTs
6.7.5. The Digital Divide: A New Type of Exclusion
6.7.6. Education in the Face of Digital Exclusion
6.7.7. Bibliographical References

6.8. The Inclusion of ICT in the Diverse School

6.8.1. School Inclusion and Digital Inclusion
6.8.2. Digital Inclusion at School, Advantages and Requirements
6.8.3. Changes in the Conception of the Educational Process
6.8.4. Transformations in Teacher and Student Roles
6.8.5. ICT as an Element of Attention to Diversity
6.8.6. The Use of ICTs for Students with Educational Developmental Support Needs
6.8.7. Bibliographical References

6.9. Active Learning Methodologies with ICTs

6.9.1. Introduction and Objectives
6.9.2. ICT and the New Educational Paradigm: Personalization of Learning
6.9.3. Active Methodologies for Effective ICT Learning
6.9.4. Learning by Research
6.9.5. Collaborative and Cooperative Learning
6.9.6. Problem- and Project-Based Learning
6.9.7. Flipped Classroom
6.9.8. Strategies for Choosing the Right ICT for Each Methodology: Multiple Intelligences and Learning Landscapes
6.9.9. Bibliographical References

6.10. Collaborative Learning and Flipped Classroom

6.10.1. Introduction and Objectives
6.10.2. Definition of Collaborative Learning
6.10.3. Differences with Cooperative Learning
6.10.4. Tools for Cooperative and Collaborative Learning: Padlet
6.10.5. Definition of Flipped Classroom
6.10.6. Didactic Actions for Programming Flipped
6.10.7. Digital Tools to Create your Flipped Classroom
6.10.8. Reversed Classroom Experiences
6.10.9. Bibliographical References

Module 7. History, Current Situation and Future Outlook of Special Education

7.1. Background and Early Experiences of Special Education

7.1.1. Historical Contextual Framework of Special Education
7.1.2. First Educational Experiences with People with Hearing Impairment
7.1.3. First Educational Experiences with Persons with Visual Impairment
7.1.4. First Educational Experiences with Persons with Mental Impairment 7.1.5

7.2. The Era of Institutionalization: The Transition from Medical to Pedagogical Care

7.2.1. The Era of Institutions
7.2.2. From Medical Care to Psycho-Pedagogical Care

7.3. The Era of Normalization and Consequent Social and School Integration

7.3.1. Ideology of Normalization
7.3.2. Principle of Educational Integration
7.3.3. Warnock Report (1978)
7.3.4. Characteristics of the NNE concept

7.4. Historical Background

7.5. Special Education in Conventional Centers

7.5.1. Special Needs Education and Conventional Centers
7.5.2. Organization and Structure of the Conventional Center

7.6. Special Education in Specific Centers

7.6.1. Organization and Structure of the Specific Center

7.7. Collaboration Between Conventional and Specific Services

7.7.1. Resources Internal and External to the School
7.7.2. Collaboration Between Conventional and Specific Services
7.7.3. Educational Guidance Teams

7.8. Students with Special Educational Needs

7.8.1. Students with Special Educational Needs
7.8.2. Sensory Disabilities
7.8.3. Psychic Disabilities
7.8.4. Motor Impairment
7.8.5. Intellectual Giftedness
7.8.6. Language Disorders

7.9. School and Social Inclusion

7.9.1. The Transition from Integration to Inclusion
7.9.2. Critical Reflection of the Current Outlook
7.9.3. New Realities
7.9.4. New Paradigms

7.10. Family Involvement in Inclusive Education

7.10.1. Family Roles
7.10.2. Roles of The School
7.10.3. Family-School Alliance

Module 8. Behaviour and Learning Difficulties

8.1. Introduction to Conduct Disorders in Childhood

8.1.1. Introduction and Objectives
8.1.2. DSM-5 and ICD-11 Classifications
8.1.3. Characteristics and Factors of Conduct Disorders
8.1.4. Bibliographical References

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

8.2.1. Introduction and Objectives
8.2.2. ADHD: Definition, Prevalence and Diagnostic Criteria
8.2.3. Treatment and Intervention in the Classroom
8.2.4. Bibliographical References

8.3. Oppositional Defiant Disorder

8.3.1. Introduction and Objectives
8.3.2. Introduction to Oppositional Defiant Disorder
8.3.3. Risk and Prevention Factors
8.3.4. Educational Intervention for Oppositional Defiant Disorder
8.3.5. Bibliographical References

8.4. Behavioral Alternatives in Autism Spectrum Disorder

8.4.1. Introduction and Objectives
8.4.2. Levels of Severity and Diagnostic Criteria
8.4.3. Behavioral Patterns in Autism Spectrum Disorders
8.4.4. Parent Training
8.4.5. Bibliographical References

8.5. Mood Disorders in Childhood

8.5.1. Introduction and Objectives
8.5.2. Childhood Anxiety
8.5.3. Childhood Depression
8.5.4. Child Abuse
8.5.5. Treatment and Intervention in Emotional Disorders
8.5.6. Bibliographical References

8.6. Behavioral Disturbances in Excretory Disorders

8.6.1. Introduction and Objectives
8.6.2. Disorders: Enuresis and Encopresis
8.6.3. Behavioral Guidelines in Cases of Enuresis
8.6.4. Behavioral Guidelines in Cases of Encopresis
8.6.5. Bibliographical References

8.7. Eating and Food Ingestion Disorders

8.7.1. Introduction and Objectives
8.7.2. Pica Disorder
8.7.3. Rumination Disorder
8.7.4. Intervention for Parents and Educators
8.7.5. Bibliographical References

8.8. Sleep-Wakefulness Disorder

8.8.1. Introduction and Objectives
8.8.2. Insomnia
8.8.3. Nightmare Disorder
8.8.4. Didactic Interventions for Sleep and Wakefulness Disorders
8.8.5. Bibliographical References

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

8.9.1. Introduction and Objectives
8.9.2. Procedures to Increase Behavior
8.9.3. Token Economy
8.9.4. Self-Instructional Education
8.9.5. Bibliographical References

8.10. The Teacher

8.10.1. The Center
8.10.2. The Qualified Teacher
8.10.3. The Creativity and Value of the Teacher

Module 9. Education of Children with Disabilities or Developmental Difficulties

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

9.1.1. From the School of Segregation to the Comprehensive and Inclusive School
9.1.2. Educational Response to Diversity in a Comprehensive School of Pre-school and Primary Education
9.1.3. Diversity Care Plan
9.1.4. Attention to Diversity and Educational Response: Organic Law for the Improvement of Educational Quality

9.2. The Family in the Education of a Child with Personal Educational Needs

9.2.1. The Family System: Functions, Beliefs and Educational Styles
9.2.2. Conceptions, Needs and Family Orientation
9.2.3. Reaction to the Arrival at Home of a Child with a Disability
9.2.4. Family Attitudes Towards Disability
9.2.5. Inter- and Intra-Family Relationships
9.2.6. Shared Work Between Family and School
9.2.7. How to Optimize the Relationship between Family and School

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

9.3.1. Education of Children with Visual Impairment
9.3.2. Education of Children with Hearing Impairment
9.3.3. Education of Children with Deafblindness

9.4. Education of Children with Physical and Organizational Disabilities

9.4.1. Definition of Physical and Organizational Disability
9.4.2. Spina Bifida
9.4.3. Spinal cord Injury
9.4.4. Physical Disability due to Disease
9.4.5. Special Educational Needs in Children with Physical Disabilities
9.4.6. Educational Response to Special Educational Needs in Children with Physical Disabilities

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

9.5.1. Basic Notions of Their Psychological Development
9.5.2. Personal Educational Needs: Personal, Material and Methodological Resources
9.5.3. Educational Response to Personal Educational Needs

9.6. Education of Children with Mental Disabilities

9.6.1. Definition of Mental Disability
9.6.2. Autism Spectrum Disorders
9.6.3. Mood and Anxiety Disorders
9.6.4. Special Educational Needs and Educational Response with Psychiatric Disabilities

9.7. Education of Children with Intellectual Disabilities

9.7.1. Basic Notions of Their Psychological Development
9.7.2. Personal Educational Needs: Personal, Material and Methodological Resources
9.7.3. Educational Response to Personal Educational Needs

9.8. The Education of a Child with a Developmental Disorder of Social Origin (Child Maltreatment)

9.8.1. Some Basic Notions of Psychological Development
9.8.2. Personal Educational Needs: Personal Resources, Materials, and Basic Orientations
9.8.3. Educational Response to Personal Educational Needs

9.9. Education of Children with Neurological Impairment (Dysjective Syndrome)

9.9.1. Dysexecutive Syndrome
9.9.2. Basic Notions of Psychological Development and the Central Nervous System
9.9.3. Personal Educational Needs
9.9.4. Educational Response to Personal Educational Needs

9.10. Financing of Special Education

9.10.1. Models and Systems of Special Education Financing in Europe
9.10.2. Complementary Financing to that of the Educational Administration

Module 10. Education of High-Capacity Children

10.1. Intelligence and Its Meaning

10.1.1. Historical Review of the Concept of Intelligence
10.1.2. Historical Review: Galton and Measurement
10.1.3. Binet and Mental Age
10.1.4. The Transition from IQ to G-factor
10.1.5. Factor Models
10.1.6. New Proposals of Multiple Intelligences

10.2. High-Capacity Students

10.2.1. Definition of High-Capacity Students
10.2.2. The Renzulli Three-Ring Model
10.2.3. Sternberg and His Typology of Giftedness
10.2.4. Socio-Cultural Models
10.2.5. The Global Model of Giftedness

10.3. Characteristics of High-Capacity Students

10.3.1. Basic Differential Characteristics
10.3.2. Specific Characteristics
10.3.3. Peculiarities of Development: Dyssynchrony

10.4. Talented Students

10.4.1. Definition of Talented Students
10.4.2. Castelló and the Three Types of Talent
10.4.3. Multiple Intelligences and Talented Students

10.5. Identification of High-Capacity Individuals

10.5.1. Identification: First Approach
10.5.2. Identification Problems
10.5.3. Identification Assumptions

10.6. Educational Intervention with High-Capacity Individuals

10.6.1. Diversity: A Basic Premise
10.6.2. Educational Action Steps
10.6.3. Areas of Intervention
10.6.4. Intervention Strategies (I): Acceleration
10.6.5. Intervention Strategies (II): Grouping
10.6.6. Intervention Strategies (III): Enrichment
10.6.7. Other Educational Strategies
10.6.8. Specific Strategies for Talented Students
10.6.9. Star Program: An Example of Integration

10.7. Proposal for Enrichment and Development of Creativity

10.7.1. Enrichment: The Strategy
10.7.2. Triadic Enrichment Model
10.7.3. Enrichment of the Structure-Context of Learning
10.7.4. Types of Curricular Adaptations
10.7.5. Extracurricular Enrichment
10.7.6. Creativity

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

10.8.1. New Technologies ICT
10.8.2. Video Games
10.8.3. Role-Playing Board Games
10.8.4. Gestalt and Art

10.9. International Prospective on High-Capacity Education

10.9.1. Five Countries, Three Continents Faced with Giftedness
10.9.2. Opportunity and Background of High-Capacity Women
10.9.3. The Need for Care of High-Capacity Girls
10.9.4. Education and the Structural Barriers that Affect Young Women with High Abilities
10.9.5. Recommendations for High-Capacity Girls

10.10. The Family of High-Capacity Students

10.10.1. The Family and their Relationship with School
10.10.2. The Family
10.10.3. Family-school Relationship
10.10.4. Siblings and Partners: Relationships and Identification

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