A comprehensive and 100% online program, exclusive to TECH, with an international perspective backed by our membership in the Association for Teacher Education in Europe"

The Primary Education teacher must respond to the broadest diversity in all its aspects: developmental, psychological, social, and functional.  This diversity determines the approach to teaching based on the need for adaptation to learning, especially for children who present functional diversity. Early detection of these difficulties is essential to avoid the serious problems that unattended situations can create for the student: loss of self-esteem, stress, social isolation, or depression.

Therefore, this university program offered by TECH aims to address this through various strategies, methodologies, and tools aimed at achieving equality and diversity in the classroom. All of this is presented with an integrated approach, both theoretical and practical, thanks to the case studies presented by the team of professionals in this field who teach this qualification. As a result, graduates will gain a more direct and clear approach to potential situations in which they must engage.

This is a 100% online university qualification, accessible 24/7 from any electronic device with an internet connection. It is, therefore, a flexible program with no on-site requirements or fixed class schedules, making it ideal for individuals who wish to pursue quality education without neglecting other areas of their personal or professional life. Additionally, an internationally renowned expert will serve as the International Guest Director, overseeing 10 comprehensive Masterclasses on innovations in Special Needs Education in Primary School.

Furthermore, thanks to TECH's membership in the Association for Teacher Education in Europe (ATEE), professionals will have access to specialized academic journals and discounts on publications. They will also be able to attend webinars or conferences at no cost and receive linguistic support. Additionally, they will be included in the ATEE consultancy database, thereby expanding their professional network and gaining access to new opportunities.

Don't let this educational opportunity pass you by and become a specialist in Special Needs Education in Primary School under the guidance of a prestigious International Guest Director” 

This Master's Degree in Special Needs Education in Primary School contains the most complete and up-to-date university program on the market. Its most notable features are:

• The development of case studies presented by Postgraduate Diploma experts in journalism.
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where the self-assessment process can be carried out to improve learning
• Its special emphasis on innovative methodologies
• 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

Flexible and fully adaptable, this online expert program is designed to provide you with the self-management skills you need. Enroll now”

The teaching staff includes professionals from the field of Special Needs Education in Primary School, who bring their real-world experience into this program, as well as recognized specialists from leading societies and prestigious universities.

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive learning experience designed to prepare for real-life situations.

This program is designed around Problem-Based Learning, whereby the student must try to solve the different professional practice situations that arise throughout the program. For this purpose, the professional will be assisted by an innovative interactive video system created by renowned and experienced experts.

Integrate the latest digital teaching tools into your work and teach your students with functional diversity more effectively"

Discover operational and participatory methodologies that transform teaching into a dynamic and inclusive experience"

TECH uses the Relearning system in all its program, which allows students to learn in a natural and progressive way In this way, the future graduate will advance with this program through the anthropological, philosophical and psychological foundations, active methodologies for learning with ICT or personalized education. In addition, video summaries, interactive summaries and essential readings complement this syllabus. All this makes this program the most complete and effective option in the academic market to specialize in this area of teaching.

A curriculum that shows you the digital tools you need to apply the flipped classroom model and enhance cooperation among your students"

Module 1. Personalized Education. Anthropological, Philosophical, and Psychological Foundations

1.1. The Human Person

1.1.1. Educating Taking Into Account The Person
1.1.2. Person and Human Nature
1.1.3. Attributes or Radical Properties of the Person
1.1.4. Strategies to Favor the Unfolding of the Person's Radical Attributes or Properties
1.1.5. The Human Person as a Dynamic System
1.1.6. The Person and the Meaning That They Can Give to Their Life

1.2. Pedagogical Foundations of Personalized Education

1.2.1. The Educability of the Human Being as a Capacity for Integration and Growth
1.2.2. What Is and What Is Not Personalized Education
1.2.3. Objectives of Personalized Education
1.2.4. The Personal Teacher-Student Encounter
1.2.5. Protagonists and Mediators
1.2.6. The Principles of Personalized Education

1.3. Learning Situations in Personalized Education

1.3.1. The Personalized Vision of the Learning Process
1.3.2. Operational and Participatory Methodologies and Their General Characteristics
1.3.3. Learning Situations and Their Personalization
1.3.4. Role of Materials and Resources
1.3.5. Evaluation as a Learning Situation
1.3.6. The Personalized Educational Style and its 5 Manifestations
1.3.7. Promoting the 5 Manifestations of the Personalized Educational Style

1.4. Motivation: A Key Aspect of Personalized Learning

1.4.1. Influence of Affectivity and Intelligence in the Learning Process
1.4.2. Definition and Types of Motivation
1.4.3. Motivation and Values
1.4.4. Strategies to Make the Learning Process More Attractive.
1.4.5. The Playful Aspect of Schoolwork

1.5. Metacognitive Learning

1.5.1. What Should Students Be Taught in Personalized Education
1.5.2. Meaning of Metacognition and Metacognitive Learning
1.5.3. Metacognitive Learning Strategies
1.5.4. Consequences of Learning in a Metacognitive Way.
1.5.5. The Evaluation of the Significant Learning of the Learner
1.5.6. Keys to Educating in Creativity

1.6. Personalizing the Organization of the School Center

1.6.1. Factors in the Organization of a School
1.6.2. The Personalized School Environment
1.6.3. The Student Body
1.6.4. Teaching Staff
1.6.5. The Families
1.6.6. The School Center as an Organization and as a Unit
1.6.7. Indicators to Evaluate the Educational Personalization of a School Center

1.7. Identity and Profession

1.7.1. Personal Identity: A Personal and Collective Construction
1.7.2. Lack of Social Valuation
1.7.3. Cracking and Identity Crisis
1.7.4. Professionalization Under Debate
1.7.5. Between Vocation and Expert Knowledge
1.7.6. Teachers as Artisans
1.7.7. Fast Food Behavior
1.7.8. Unrecognized Good Guys and Unknown Bad Guys
1.7.9. Teachers Have Competitors

1.8. The Process of Becoming a Teacher

1.8.1. Initial Training Matters
1.8.2. At the Beginning, the More Difficult, the Better
1.8.3. Between Routine and Adaptation
1.8.4. Different Stages, Different Needs

1.9. Characteristics of Effective Teachers

1.9.1. The Literature on Effective Teachers
1.9.2. Value-Added Methods
1.9.3. Classroom Observation and Ethnographic Approaches
1.9.4. The Dream of Having Countries with Good Teachers

1.10. Beliefs and Change

1.10.1. Analysis of Beliefs in the Teaching Profession
1.10.2. Many Actions and Little Impact
1.10.3. The Search for Models in the Teaching Profession

Module 2. Learning Difficulties

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

2.2.1. Definition and Conceptualization of Learning Difficulties (LD)
2.2.2. Memory and Learning Difficulties

2.3. Special Educational Needs and Inclusive Education

2.3.1. The Inclusive School Movement Overcoming School Integration
2.3.2. The Path to a School for All
2.3.3. Promoting Inclusive Education in Pre-School Education

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. Characteristics of Dyslexia
2.5.3. Reading Routes and Types of Dyslexia
2.5.4. Intervention Guidelines for Students with Dyslexia
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 of Mathematical Learning Difficulties
2.6.3. Types of Specific Mathematics Learning Disorders
2.6.4. Characteristics of Specific Mathematics Learning Disorders
2.6.5. Classroom Intervention Guidelines for Students with Specific Mathematics Learning Disorders

2.7. Intellectual Disability

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

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 of High-Capacity Students Is It Possible to Define?
2.8.3. Identifying High-Capacity Students
2.8.4. Intervention for High-Capacity Students

2.9. Learning Disabilities Related to Visual and Auditory Sensory Deficits

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

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 for Students with Dyspraxias

Module 3. Equality and Diversity in the Classroom

3.1. Basic Concepts of Equality and Diversity

3.1.1. Equality, Diversity, Difference, Justice and Fairness
3.1.2. Diversity as an Integral Part of Life
3.1.3. Relativism and Ethnocentrism
3.1.4. Human Dignity and Human Rights
3.1.5. Theoretical Perspectives on Diversity in the Classroom
3.1.6. Bibliographic References

3.2. Evolution from Special Education to Inclusive Education in Pre-School Education

3.2.1. Key Concepts from Special Education to Inclusive Education
3.2.2. Inclusive School Conditions
3.2.3. Promoting Inclusive Education in Pre-School Education

3.3. Characteristics and Needs in Early Childhood

3.3.1. Acquisition of Motor Skills
3.3.2. Acquisition of Psychological Development
3.3.3. Development of Subjectivation

3.4. Exclusion in School

3.4.1. The Hidden Curriculum
3.4.2. Intolerance and Xenophobia
3.4.3. How to Detect Bullying in the Classroom
3.4.4. Bibliographic References

3.5. Main Factors of School Failure

3.5.1. Stereotypes and Prejudices
3.5.2. Self-Fulfilling Prophecies, the Pygmalion Effect
3.5.3. Other Factors Influencing School Failure
3.5.4. Bibliographic References

3.6. Inclusive and Intercultural School

3.6.1. The School as an Open Entity
3.6.2. Dialogue
3.6.3. Intercultural Education and Attention to Diversity
3.6.4. What Is Intercultural Schooling?
3.6.5. Problems in the School Environment
3.6.6. Actions
3.6.7. Proposals on Interculturality to Work in the Classroom
3.6.8. Bibliographic References

3.7. Digital Exclusion in the Knowledge Society

3.7.1. Transformations in the Information and Knowledge Society
3.7.2. Access to Information
3.7.3. Web 2.0: from Consumers to Creators
3.7.4. Risks Associated with the Use of ICTs
3.7.5. The Digital Divide: A New Form of Exclusion
3.7.6. Education and Digital Exclusion
3.7.7. Bibliographic References

3.8. The Inclusion of ICT in the Diverse School

3.8.1. School Inclusion and Digital Inclusion
3.8.2. Digital Inclusion at School, Advantages and Requirements
3.8.3. Changes in the Conception of the Educational Process
3.8.4. Transformations in the Roles of Teachers and Students
3.8.5. ICT as an Element of Attention to Diversity
3.8.6. Using ICT for Students with Educational Support Needs
3.8.7. Bibliographic References

3.9. Active Methodologies for Learning with ICT

3.9.1. Introduction and Objectives
3.9.2. ICT and the New Educational Paradigm: Personalization of Learning
3.9.3. Active Methodologies for Effective ICT Learning
3.9.4. Learning through Investigation
3.9.5. Collaborative and Cooperative Learning
3.9.6. Problem-Based and Project-Based Learning
3.9.7. Flipped Classroom
3.9.8. Strategies for Choosing the Right ICT for Each Methodology: Multiple Intelligences and Learning Landscapes
3.9.9. Bibliographic References

3.10. Collaborative Learning and Flipped Classroom

3.10.1. Introduction and Objectives
3.10.2. Definition of Collaborative Learning
3.10.3. Differences with Cooperative Learning
3.10.4. Tools for Cooperative and Collaborative Learning: Padlet
3.10.5. Definition of Flipped Classroom
3.10.6. Didactic Actions for Programming Flipped Classrooms
3.10.7. Digital Tools to Create Your Flipped Classroom
3.10.8. Experiences of Flipped Classroom
3.10.9. Bibliographic References

Module 4. Behavioral and Learning Disorders in Primary Education

4.1. Introduction to Conduct Disorders in Childhood

4.1.1. Introduction and Objectives
4.1.2. DSM-5 and ICD-11 Classifications
4.1.3. Characteristics and Factors of Conduct Disorders
4.1.4. Bibliographic References

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

4.2.1. Introduction and Objectives
4.2.2. ADHD: Definition, Prevalence and Diagnostic Criteria
4.2.3. Treatment and Intervention in the Classroom
4.2.4. Bibliographic References

4.3. Oppositional Defiant Disorder

4.3.1. Introduction and Objectives
4.3.2. Introduction to Oppositional Defiant Disorder
4.3.3. Risk and Prevention Factors
4.3.4. Educational Intervention for Oppositional Defiant Disorder
4.3.5. Bibliographic References

4.4. Behavioral Alternations in Autism Spectrum Disorder.

4.4.1. Introduction and Objectives
4.4.2. Levels of Severity and Diagnostic Criteria
4.4.3. Behavioral Patterns in Autism Spectrum Disorders
4.4.4. Parent Training
4.4.5. Bibliographic References

4.5. Mood Disorders in Childhood

4.5.1. Introduction and Objectives
4.5.2. Childhood Anxiety
4.5.3. Childhood Depression
4.5.4. Child Abuse
4.5.5. Treatment and Intervention in Emotional Disorders
4.5.6. Bibliographic References

4.6. Behavioral Disturbances in Excretory Disorders

4.6.1. Introduction and Objectives
4.6.2. Disorders: Enuresis and Encopresis
4.6.3. Behavioral Guidelines in Cases of Enuresis
4.6.4. Behavioral Guidelines in Cases of Encopresis
4.6.5. Bibliographic References

4.7. Eating and Food Ingestion Disorders

4.7.1. Introduction and Objectives
4.7.2. Pica Disorder
4.7.3. Rumination Disorder
4.7.4. Intervention for Parents and Educators
4.7.5. Bibliographic References

4.8. Sleep-Wakefulness Disorder

4.8.1. Introduction and Objectives
4.8.2. Insomnia
4.8.3. Nightmare Disorder
4.8.4. Didactic Interventions for Sleep and Wakefulness Disorders
4.8.5. Bibliographic References

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

4.9.1. Introduction and Objectives
4.9.2. Procedures to Increase Behavior
4.9.3. Token Economy
4.9.4. Self-Instructional Education
4.9.5. Bibliographic References

4.10. The Teacher

4.10.1. The Center
4.10.2. The Qualified Teacher
4.10.3. The Creativity and Value of the Teacher

Module 5. History, Current Situation and Future Outlook of Special Education

5.1. Background and First Experiences of Special Needs Education

5.1.1. Historical Contextual Framework of Special Education
5.1.2. First Educational Experiences with People with Hearing Impairment
5.1.3. First Educational Experiences with Persons with Visual Impairment
5.1.4. First Educational Experiences with Persons with Mental Impairment 7.1.5.

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

5.2.1. The Era of Institutions
5.2.2. From Medical Care to Psycho-Pedagogical Care

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

5.3.1. Ideology of Normalization
5.3.2. Principle of Educational Integration
5.3.3. Warnock Report (1978)
5.3.4. Characteristics of the NNE concept

5.4. Special Education in Conventional Centers

5.4.1. Special Needs Education and Conventional Centers
5.4.2. Organization and Structure of the Conventional Center

5.5. Special Education in Specific Centers

5.5.1. Organization and Structure of the Specific Center

5.6. Collaboration Between Conventional Services and Specific Services

5.6.1. Resources Internal and External to the School
5.6.2. Collaboration Between Conventional Services and Specific Services
5.6.3. Educational Guidance Teams

5.7. Students with Special Educational Needs

5.7.1. Students with Special Educational Needs
5.7.2. Sensory Disabilities
5.7.3. Psychic Disabilities
5.7.4. Motor Impairment
5.7.5. Intellectual Giftedness
5.7.6. Language Disorders

5.8. School and Social Inclusion

5.8.1. The Transition from Integration to Inclusion
5.82. Critical Reflection of the Current Outlook
5.8.3. New Realities
5.8.4. New Paradigms

5.9. Family Involvement in Inclusive Education

5.9.1. Family Roles
5.9.2. Roles of The School
5.9.3. Family-School Alliance

Module 6. Education of High-Capacity Children

6.1.  Intelligence and Its Meaning

6.1.1. Historical Review of the Concept of Intelligence
6.1.2. Historical Review: Galton and Measurement
6.1.3. Binet and Mental Age
6.1.4. The Transition from IQ to G-factor
6.1.5. Factor Models
6.1.6. New Proposals of Multiple Intelligences

6.2. High-Capacity Students

6.2.1. Definition of High-Capacity Students
6.2.2. The Renzulli Three-Ring Model
6.2.3. Sternberg and His Typology of Giftedness
6.2.4. Socio-Cultural Models
6.2.5. The Global Model of Giftedness

6.3. Characteristics of High-Capacity Students

6.3.1. Basic Differential Characteristics
6.3.2. Specific Characteristics
6.3.3. Peculiarities of Development: Dyssynchrony

6.4. Talented Students

6.4.1. Definition of Talented Students
6.4.2. Castelló and the 3 Types of Talent
6.4.3. Multiple Intelligences and Talented Students

6.5. Identification of High-Capacity Individuals

6.5.1. Identification: First Approach
6.5.2. Identification Problems
6.5.3. Identification Assumptions

6.6. Educational Intervention with High-Capacity Individuals

6.6.1. Diversity: A Basic Premise
6.6.2. Educational Action Steps
6.6.3. Areas of Intervention
6.6.4. Intervention Strategies I: Acceleration
6.6.5. Intervention Strategies II: Grouping
6.6.6. Intervention Strategies III: Enrichment
6.6.7. Other Educational Strategies
6.6.8. Specific Strategies for Talented Students
6.6.9. Star Program: An Example of Integration

6.7. Proposal for Enrichment and Development of Creativity

6.7.1. Enrichment: The Strategy
6.7.2. Triadic Enrichment Model
6.7.3. Enrichment of the Structure-Context of Learning
6.7.4. Types of Curricular Adaptations
6.7.5. Extracurricular Enrichment
6.7.6. Creativity

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

6.8.1. New Technologies ICT
6.8.2. Video Games
6.8.3. Role-Playing Board Games
6.8.4. Gestalt and Art

6.9. International Prospective on High-Capacity Education

6.9.1. 5 Countries, 3 Continents Faced with Giftedness
6.9.2. Opportunity and Background of High-Capacity Women
6.9.3. The Need for Care of High-Capacity Girls
6.9.4. Education and the Structural Barriers Affecting High-Capacity Girls
6.9.5. Recommendations for High-Capacity Girls

6.10. The Family of High-Capacity Students

6.10.1. The Family and their Relationship with School
6.10.2. The Family
6.10.3. Family-school Relationship
6.10.4. Siblings and Partners: Relationships and Identification

Module 7. Education of Children with Disabilities or Developmental Difficulties

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

7.1.1. From the School of Segregation to the Comprehensive and Inclusive School.
7.1.2. Educational Response to Diversity in a Comprehensive School of Pre-school and Primary Education
7.1.3. Diversity Care Plan

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

7.2.1. The Family System: Functions, Beliefs and Educational Styles
7.2.2. Conceptions, Needs and Family Orientation
7.2.3. Reaction to the Arrival at Home of a Child with a Disability
7.2.4. Family Attitudes Towards Disability
7.2.5. Inter- and Intra-Family Relationships
7.2.6. Shared Work Between Family and School
7.2.7. How to Optimize the Relationship between Family and School

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

7.3.1. Education of Children with Visual Impairment
7.3.2. Education of Children with Hearing Impairment
7.3.3. Education of Children with Deafblindness

7.4. Education of Children with Physical and Organizational Disabilities

7.4.1. Definition of Physical and Organizational Disability
7.4.2. Spina Bifida
7.4.3. Spinal cord Injury
7.4.4. Physical Disability due to Disease
7.4.5. Special Educational Needs in Children with Physical Disabilities
7.4.6. Educational Response to Special Educational Needs in Children with Physical Disabilities

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

7.5.1. Basic Notions of Their Psychological Development
7.5.2. Personal Educational Needs: Personal, Material and Methodological Resources.
7.5.3. Educational Response to Personal Educational Needs

7.6. Education of Children with Mental Disabilities

7.6.1. Definition of Mental Disability
7.6.2. Autism Spectrum Disorders
7.6.3. Mood and Anxiety Disorders
7.6.4. Special Educational Needs and Educational Response with Psychiatric Disabilities

7.7. Education of Children with Intellectual Disabilities

7.7.1. Basic Notions of Their Psychological Development
7.7.2. Personal Educational Needs: Personal, Material and Methodological Resources.
7.7.3. Educational Response to Personal Educational Needs

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

7.8.1. Some Basic Notions of Psychological Development
7.8.2. Personal Educational Needs: Personal Resources, Materials, and Basic Orientations.
7.8.3. Educational Response to Personal Educational Needs

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

7.9.1. Dysexecutive Syndrome
7.9.2. Basic Notions of Psychological Development and the Central Nervous System.
7.9.3. Personal Educational Needs
7.9.4. Educational Response to Personal Educational Needs

7.10. Financing of Special Education

7.10.1. Models and Systems of Special Education Financing in Europe.

Module 8. Organization, Legislation, Resources and Financing of Special Needs Education

8.1. Organization, Legislation, Resources and Financing of Special Needs Education

8.1.1. Causes of Diversity
8.1.2. Schooling Alternatives for Student Care
8.1.3. Factors Favoring Educational Integration
8.1.4. Plan of Attention to Diversity
8.1.5. Detection and Evaluation of Special  Educational Needs
8.1.6. Organizational Measures for SEN Students Care
8.1.7. Curricular Measures for SEN Students Care
8.1.8. Tutorial Action Plan

8.2. Educational Integration and the Different Modalities of Schooling

8.2.1. Theoretical Fundamentals of Integration
8.2.2. Modalities of Schooling

8.3. Some Resources Available for Special Educational Needs

8.3.1. Accessibility
8.3.2. Aspects of Accessibility in Education
8.3.3. Material for the Visually Impaired Student
8.3.4. Material for the Hearing Impaired Student
8.3.5. Material for Students with Motor Disabilities
8.3.6. Materials for Students with Developmental Disorders

8.4. Internet: Applications of Interest for Special Education

8.4.1. Digital Divide and Digital Inclusion
8.4.2. Accessibility and Information and Communication Technologies (ICT)
8.4.3. WAI (Web Accessibility Initiative) Guidelines

Module 9. Language and Communication Difficulties: Assessment and Diagnosis

9.1. The Dimension of Language

9.1.1. Language Form
9.1.2. Language Content
9.1.3. Use of Language

9.2. Oral Language Assessment

9.2.1. Basic Concepts of the Assessment Process
9.2.2. Assessment of Language Dimensions

9.3.  Interdisciplinary Work on Language and Communication Difficulties

9.3.1. Professionals in the Educational Field
9.3.2. Professionals Outside the Educational Field
9.3.3. The Family

9.4. Assessment of Speech and Fluency Disorders

9.4.1. Assessment of Dyslalia
9.4.2. Assessment of Dysglossia
9.4.3. Assessment of Dysarthrias
9.4.4. Assessment of Dysphemia

9.5. Assessment of Voice Disorders

9.5.1. Types of Dysphonia
9.5.2. Guidelines for Classroom Assessment

9.6. Assessment of Language and Communication in Oral Language Disorders

9.6.1. Simple Language Retardation (SLR)
9.6.2. Specific Language Impairment (SLI)
9.6.3. Assessment Process for Simple Language Delay and TEL

9.7. Assessment of Written Language Disorders

9.7.1. Assessment of Reading Disorders: Dyslexias
9.7.2. Assessment of Writing Disorders

9.8. Language and Communication Assessment in Autism Spectrum Disorder (ASD) and Other Neurodevelopmental Disorders (ODD)

9.8.1. Motor Disorders
9.8.2. Intellectual Development Disorders (IDD)
9.8.3. Attention Deficit Hyperactivity Disorder (ADHD)
9.8.4. Autism Spectrum Disorder (ASD)
9.8.5. Language and Communication Assessment Process in Children with ASD

9.9. Language and Communication Assessment in Sensory Impairment

9.9.1. Hearing Impairment
9.9.2. Deafblindness

9.10. Preparation of Educational Reports on the Assessment and Diagnosis of Language and Communication Difficulties

9.10.1. Why Is a Report Necessary?
9.10.2. Parts of an Assessment Report
9.10.3. Report Models

Module 10. Intervention in Communication and Language Disorders in Formal and Non-Formal Settings

10.1. Communication and Language

10.1.1. Introduction and Objectives
10.1.2. What Is Communication?
10.1.3. Language and Speech

10.2. Differences between Formal, Non-Formal and Informal Environments Introduction and Objectives

10.2.1. Introduction and Objectives
10.2.2. Formal Environment
10.2.3. Non-Formal Environment
10.2.4. Informal Environment

10.3. Skills of the Hearing and Language Teacher in Different Environments

10.3.1. Introduction and Objectives
10.3.2. General Principles of Educational Intervention for Communication and Language Difficulties
10.3.3. Attitute Towards Intervention
10.3.4. Techniques of Language Stimulation
10.3.5. Skills for Working with Children
10.3.6. Skills for Working with Families

10.4. Generating Involvement in Natural Contexts

10.4.1. Introduction and Objectives
10.4.2. Importance of Student Participation in the Environment and with Peers
10.4.3. Generating Involvement in Language Skills
10.4.5. Facilitation Systems
10.4.6. Vulnerability Situations Related to Language

10.5. Relationship of the Different Communication, Language and Speech Disorders in the Phonetic-Phonological Dimension

10.5.1. Introduction and Objectives
10.5.2. Intervention

10.6. Relationship of the Different Communication, Language and Speech Disorders in the Pragmatic Dimension

10.6.1. Introduction and Objectives
10.6.2. Intervention

10.7. Relationship of the Different Communication, Language and Speech Disorders in the Lexical-Semantic Dimension

10.7.1. Intervention and Objectives
10.7.2. Intervention
10.7.3. Resources

10.8. Relation of the Different Communication, Language and Speech Disorders in the Morphosyntactic Dimension

10.8.1. Introduction and Objectives
10.8.2. Intervention
10.8.3. Resources

10.9. The Use of Augmentative and Alternative Communication Systems as Facilitators of Intervention

10.9.1. Introduction and Objectives
10.9.2. What Do We Mean by Augmentative and Alternative Communication Systems?
10.9.3. Augmentative and Alternative Communication Systems with Assistance

10.10. The Use of Augmentative and Alternative Communication Systems without Support as Facilitators of Intervention

10.10.1. Introduction and Objectives
10.10.2. Augmentative and Alternative Communication Systems without Support
10.10.3. Augmentative and Alternative Communication Systems without Support: Oralists
10.10.4. Augmentative and Alternative Communication Systems without Support: Non-Oralistic

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