Become proficient, thanks to this Hybrid Master's Degree, in the latest techniques to assess and treat disorders such as Dyslexia or ADHD, in order to maximize the patient's wellbeing and educational development”

Learning disabilities can have a significant impact on children's academic performance, self-esteem and quality of life. Therefore, it is essential to address them effectively in order to maximize their potential, preserve their mental health and promote their academic success. In this line, psychological intervention is an excellent ally to detect these problems, manage them properly and help young people to overcome the barriers and obstacles that limit their educational development. For this reason, psychologists specialized and up-to-date in this field are increasingly needed both by schools and by the families themselves to promote children's learning.

In response to this situation, TECH has opted to create this program, which will provide students with the most advanced knowledge and skills in the field of Psychological Intervention in Learning Disabilities, boosting their professional development in this area. During 12 intensive months of theoretical teaching, you will learn the leading tests to assess LD or techniques to address disorders such as Dyslexia, ADHD or Dyscalculia from a psychological perspective. In addition, you will learn how to prepare psycho-pedagogical reports and how to collaborate with multidisciplinary health teams. 

The theoretical phase of this Hybrid Master's Degree is developed through an innovative pedagogical methodology called Relearning, which favors teaching based on the student's own learning rhythms. In addition, it has the flexibility of being a 100% online program, which allows professionals to organize educational resources according to their needs and availability.

Upon completion of the program, the student will enjoy a 3-week internship in a prestigious clinical center. Integrated in an excellent multidisciplinary work team, you will have the opportunity to transfer all the theoretical knowledge acquired in the program to a completely real work environment. In this way, you will increase your competences and position yourself as a psychologist of reference in the approach to learning disabilities.

Complete your excellent theoretical education with a 3-week internship in a first class clinical center”

This Hybrid Master's Degree in Psychological Intervention in Learning Disabilities contains the most complete and up-to-date program on the market. The most important features include:

• More than 100 practical cases presented by specialists in Psychology
• The graphic, schematic and practical contents with which they are conceived, gather essential information on those disciplines that are essential for professional practice
• Proficiency in cutting edge methods of assessment of learning disabilities
• Management in leading methods of Intervention of learning disabilities
• Collaboration with multidisciplinary teams to ensure the well-being of patients with learning disabilities
• All 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 an internship in one of the best Companies

Enjoy a 100% online theoretical phase that will enable you to learn without the need to leave your home”

In this Hybrid Master's Degree proposal, of a professionalizing nature and hybrid learning modality, the program is aimed at updating psychology specialists. The contents are based on the latest scientific evidence, and oriented in an educational way to integrate theoretical knowledge into practice, and the theoretical-practical elements will facilitate knowledge update and decision-making in patient management.

Thanks to multimedia content developed with the latest educational technology, psychology professionals will get a situated and contextual learning, i.e., a simulated environment that will provide immersive learning programmed to prepare professionals for 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.

Put yourself at the forefront of Psychology in just 12 months of theoretical learning and 3 weeks of clinical internships"

Incorporate the latest advances in Psychological Intervention in Learning Disabilities into your daily practice through this program"

The syllabus of this Hybrid Master's Degree has been created with the objective of providing the student with the most up-to-date knowledge and competencies in the area of Psychological Intervention in Learning Disabilities. Therefore, the educational materials that you will receive during the program are presented in different formats, such as videos, readings and interactive summaries. Because of this, and thanks to the 100% online teaching methodology, you will have the flexibility to adjust your schedule and study methods to your educational and personal preferences in order to optimize your learning.

Enjoy a syllabus designed by the best specialists in Psychology, who will update your knowledge in Psychological Intervention in Learning Disabilities”

Module 1. Introduction to Learning Disabilities and Developmental Disorders

1.1. The Historical Evolution of Learning Disabilities 

1.1.1. Historical Background and Emergence of the Concept of Learning Disabilities 
1.1.2. Current Conceptualization and LD Considerations as a Diagnostic Category
1.1.3. Areas of Application and Fields of Psychological Intervention in LD Today

1.2. Concept of Learning Disabilities and Developmental Disorders, Definition and Classification

1.2.1. Learning Disabilities Concept and Definition as a Diagnostic Category
1.2.2. Developmental Disorder Concept and Definition of Major Disorders
1.2.3. The Relationship between Developmental Disorders and LD Classification 

1.3. Basic Learning Processes and Distinctive Characteristics of LD Detection Principles

1.3.1. Introduction to the Basic Learning Processes: Memorization, Attention and Perception 
1.3.2. Memory: Phases and Memory Types 
1.3.3. Attention and Perception: Attention Types 
1.3.4. Introduction to Detection and Distinguishing Characteristics of LDs 

1.4. Developmental and School Characteristics and Milestones in Childhood and Adolescence in Relationship with LD 

1.4.1. Childhood Developmental Milestones 
1.4.2. Adolescent Developmental Milestones 
1.4.3. School Skills to Achieve in Childhood and Adolescence 
1.4.4. LD Detection Based on Milestone Detection or Unmet Competency 

1.5. Dyslexia Concept and Characteristics 

1.5.1. Dyslexia Definition 
1.5.2. Dyslexia Main Characteristics 
1.5.3. Dyslexia and Related Disorders 
1.5.4. Research and Scientific Evidence on Dyslexia 

1.6. Dysgraphia Concept and Characteristics 

1.6.1. Dysgraphia Definition 
1.6.2. Main Features of Dysgraphia 
1.6.3. Dysgraphia and Related Disorders 
1.6.4. Research and Scientific Evidence on Dysgraphia 

1.7. Dysorthography: Concept and Characteristics 

1.7.1. Definition of Dysorthography 
1.7.2. Main Features of Dysorthography 
1.7.3. Dysorthography and Related Disorders 
1.7.4. Research and Scientific Evidence on Dysorthography 

1.8. Math Learning Disabilities Concept 

1.8.1. MLD Definition 
1.8.2. Main Features of Math Learning Disabilities (MLD) 
1.8.3. MLD and Related Disorders 
1.8.4. Research and Scientific Evidence on MLD 
1.8.5. Classroom Detection and Initial Actions 
1.8.6. LD Prevention Programs in the Educational Setting 

1.9. Introduction to Learning Disabilities in the Formal Education System 

1.9.1. Guidance Teams in Educational Centers: Organization and Operation
1.9.2. Specialized EOEPS Guidance Teams. Organization and Operation
1.9.3. LD Attention According to Categorization: Available Resources from Educational Centers 

Module 2. Psycho-Educational Macro Theories and Paradigms, Methods, Strategies and Resources 

2.1. Historical Framework and Learning Theory Development 

2.1.1. Learning Theory History and Evolution 
2.1.2. First Approaches 
2.1.3. Current Understanding of Learning Disabilities 

2.2. Introduction to Learning Theories and Main Authors 

2.2.1. Global Concepts of Learning and Types of Learning 

2.2.1.1. Discovery Learning 
2.2.1.2. Trial and Error Learning 
2.2.1.3. Innovative Learning 
2.2.1.4. Latent Learning 
2.2.1.5. Reader Learning 
2.2.1.6. Learning Maintenance 
2.2.1.7. Social Learning 
2.2.1.8. Vicarious Learning 
2.2.1.9. Continuous-Vertical Learning 
2.2.1.10. Significant Learning 

2.2.2. Main Authors 

2.2.2.1. Pavlov. Conditioned Learning 
2.2.2.2. Piaget. Cognitive Development Stages 
2.2.2.3. Brunner. Scaffolding Theory 
2.2.2.4. Ausubel. Significant Learning Theory 
2.2.2.5. Bandura. Social Learning Theory 
2.2.2.6. Gagné's Learning Theory 

2.3. Behavioral Teaching Models 

2.3.1. Pavlov and Watson's Classical Model 
2.3.2. Skinner's Radical Model 
2.3.3. Tolman's Intentional Model 
2.3.4. Hull's Deductive Model 

2.4. Cognitive Learning Models I 

2.4.1. Brunner. Scaffolding Theory Discovery Learning 
2.4.2. Ausubel. Significant Learning Theory. Expository Teaching Method
2.4.3. Gagné's Instructional Hierarchy Model 

2.5. Cognitive Learning Models II 

2.5.1. Introduction to the Sociocultural Approach to Learning 
2.5.2. Relationship between Language and Mind 
2.5.3. Vygotsky's Sociocultural Theory of Cognitive Development 
2.5.4. Proximal Development Zone Concept 
2.5.5. Information Processing Theory (Gestalt, Multichannel Learning)
2.5.6. Social Cognitive Perspective (Tolman, Bandura) 

2.6. Constructivist Teaching Models 

2.6.1. Piaget and Vygotsky 
2.6.2. Other Constructivist Models (Social Environment, Thinking and Language, Action Theory) 
2.6.3. Constructivist Instructional Design Theories 

2.7. Connectivism Teaching Model 

2.7.1. Connectivism Principles 
2.7.2. Learning Network 
2.7.3. Pedagogical Proposals 
2.7.4. Instructional Design According to Connectivism 

2.8. Emotional Learning and Personalized Teaching (Cognitive-Emotional and Humanistic Approaches)

2.8.1. Historical Review and Relevant Authors 
2.8.2. Emotional Intelligence and its Impact on Learning 
2.8.3. Personalized and Customized Education 
2.8.4. Personalized Education: Techniques and Resources 
2.8.5. Personalized Education and ICT Challenges 

2.9. Experiential Learning 

2.9.1. Experiential Learning Concept 
2.9.2. Experiential Learning Implications for Learning 
2.9.3. Techniques and Resources from an Experiential Learning Perspective 
2.9.4. Practices Based on Experiential Learning. Case Descriptions 

2.10. Psycho-Educational Challenges and Diversity Attention 

2.10.1. Diversity Attention at School 
2.10.2. Diversity Attention in Specialized Centers 
2.10.3. Psycho-Educational Challenges in Students with Curricular Adaptations in the Classroom
2.10.4. Psycho-Educational Challenges Towards Universal Educational Design. Diversity and Social Integration

Module 3. Cognitive Development and Processing: Developmental Processes and Executive Thinking Functions Affected in LD 

3.1. Processing and Learning Theory 

3.1.1. What is the Processing Theory Based on? 
3.1.2. Main Learning Authors and Implications 
3.1.3. How is Processing Theory Applied in the Psycho-Educational Field? 

3.2. Memory Implications for LD 

3.2.1. Memory Concept and Types 
3.2.2. Coding Processes and Models 
3.2.3. Storage and Retrieval Processes 
3.2.4. The Influence of Memory on Learning 
3.2.5. Memory and Learning Research 
3.2.6. Executive Functioning and Interdependence with Attention and Perceptual Processes 

3.3. Attention and LDs 

3.3.1. Attention Concept and Types 
3.3.2. Attention Processes and Models 
3.3.3. The Influence of Attention on Learning 
3.3.4. Attention and Learning Research 
3.3.5. Attentional Executive Functioning and Interdependence with Other Executive Agents 

3.4. Perception and LDs 

3.4.1. Perception Concept and Types 
3.4.2. Perceptual Processes and Models 
3.4.3. The Influence of Perception on Learning 
3.4.4. Perception and Learning Research 
3.4.5. Perceptual Executive Functioning and Interdependence with Other Executive Agents 

3.5. General Intelligence Assessment and Testing 

3.5.1. Why is it Important to Assess General Intelligence? 
3.5.2. Main General Intelligence Models 
3.5.3. What Exactly Do Intelligence Tests Measure and What Are They Useful for in the Educational Setting? 
3.5.4. Main Standardized Tests for Intelligence Scales in Education 

3.6. Neuropsychological and Psycholinguistic Models in Literacy 

3.6.1. Neuropsychological Literacy Theories 
3.6.2. Psycholinguistic Literacy Theories 
3.6.3. Reading Acquisition Developmental Model 
3.6.4. Writing Acquisition Developmental Model 
3.6.5. Access to the Lexicon: Visual and Phonological Route Models 
3.6.6. Semantic and Syntactic Processing: Reading Comprehension 
3.6.7. Lexical, Perceptual and Visual Access Disabilities and Associated Disorders 

3.7. Neuropsychological and Numerical Processing Models in MLD 

3.7.1. Numerical Processing and Calculation Principles 
3.7.2. Cognitive and Neurofunctional Model of Numerical Processing 
3.7.3. Acalculia, Dyscalculia and Other Related LD: ADHD, Dyslexia 
3.7.4. Case Study Research and Description in MLD 

3.8. Assessment and Standardized Tests for Executive Functions 

3.8.1. Introduction to Standardized Tests of Executive Processes. Why is it Important to Measure Executive Functions? 
3.8.2. Main Standardized Tests of Executive Functions in the Educational Setting 
3.8.3. Memory Assessment Kits 
3.8.4. Attention and Perception Assessment Kits 
3.8.5. Evaluating and Diagnosing Recommendations Based on Standardized Tests 

Module 4. Concept, Characteristics, Assessment and Intervention in Learning Disabilities in Compulsory Education 

4.1. Learning Disabilities Categories and Classification 

4.1.1. Learning Disabilities (LD) Definition and Concept 
4.1.2. Specific Learning Disabilities (SLD) Definition and Concept 
4.1.3. Special Educational Needs (SEN) Definition and Concept 
4.1.4. Specific Educational Support Needs (SESN) Definition and Concept
4.1.5. Legal Framework and Diagnostic Categories Included and Excluded from State Support for SESN in Spain 

4.2. Dyslexia 

4.2.1. Concept 
4.2.2. Features 
4.2.3. Evaluation. Difference between Reading Delay and Dyslexia 
4.2.4. Dyslexia Intervention in Schools 
4.2.5. Dyslexia and ADHD 

4.3. Dyscalculia 

4.3.1. Concept 
4.3.2. Features 
4.3.3. Assessment 
4.3.4. Dyslexia Intervention in Schools 
4.3.5. Dyscalculia and ADHD 

4.4. Dysgraphia 

4.4.1. Concept 
4.4.2. Features 
4.4.3. Assessment 
4.4.4. Dysgraphia Intervention in Schools 
4.4.5. Dysgraphia and ICT 

4.5. ADHD

4.5.1. Concept 
4.5.2. Features 
4.5.3. Assessment 
4.5.4. ADHD Intervention in Schools 
4.5.5. ADHD and ICT 

4.6. Severe Behavioral Disorder 

4.6.1. Concept 
4.6.2. Etiology 
4.6.3. Assessment 
4.6.4. Behavioral Disorder Intervention in Schools 
4.6.5. Severe Behavioral Disorder and Associated Disorders 

4.7. Visual and Hearing Impairment 

4.7.1. Visual Impairment Concept 
4.7.2. Visual Impairment Assessment in Educational Psychology 
4.7.3. Visual Impairment Intervention in Schools 
4.7.4. Hearing Impairment Concept 
4.7.5. Hearing Impairment Assessment in Educational Psychology 
4.7.6. Hearing Impairment Intervention in Schools 
4.7.7. ICT Disability 

4.8. Motor Disability 

4.8.1. Concept 
4.8.2. Features 
4.8.3. Evaluation in Educational Centers: Specific Center Collaboration 
4.8.4. Motor Impairment Intervention in Schools 

4.9. High Abilities 

4.9.1. Concept 
4.9.2. Main Characteristics. Why is it Considered a LD? 
4.9.3. Evaluation in Educational Centers: Specific Center Collaboration 
4.9.4. High Ability Intervention in Schools. Specific Programs in Educational Centers 

4.10. SCSH and Minors in a Socio-Educationally Disadvantaged Situation 

4.10.1. SCSH Concept 
4.10.2. Evaluation in Educational Centers: Specific Center Collaboration 
4.10.3. Intervention in Children with Special Requirements in their School History 
4.10.4. Socio-Educational Disadvantages and LDs 
4.10.5. Evaluation in Educational Centers: Specific Center Collaboration 
4.10.6. Visual Impairment Intervention in Schools 

Module 5. Protocols and Frameworks for the Diagnosis and Evaluation of Learning Disabilities in Formal Education Centers 

5.1. Concept, Evolution and Diagnostic Criteria Early SESN Detection Legal Framework in Spain  

5.1.1. Diagnostic Criteria Concept and Evolution of LD 
5.1.2. Early Detection and Action Frameworks 
5.1.3. LD Evaluation in Formal Education Centers 

5.2. Evaluation Protocols in Formal Education Centers 

5.2.1. Action Protocols for Early Childhood and Primary Schools
5.2.2. Protocol in Elementary School, Middle School, and High School 
5.2.3. What About SESN at the Post-Compulsory Levels of Education? 

5.3. Professional Practice Legislation for Learning Disabilities 

5.3.1. Legal Framework in Spain 
5.3.2. Other Related Legislation Specific Regulations 

5.4. Cognitive Functions and their Subprocesses 

5.4.1. Main Cognitive Functions to be Assessed in LD 
5.4.2. Reading and its Subprocesses 
5.4.3. Writing and its Subprocesses 
5.4.4. Attention and Perception and their Subprocesses 

5.5. Standardized Reading Tests 

5.5.1. Global Reading 
5.5.2. Reading Comprehension 
5.5.3. Reading Research 

5.6. Standardized Writing Tests 

5.6.1. Access Routes to Lexicon 
5.6.2. Writing Composition 
5.6.3. Writing Research 

5.7. Standardized Attention and Perception Tests 

5.7.1. Types of Tasks that Assess Each Attention Aspect: Sustained Attention, Divided Attention, Selective Attention 
5.7.2. Global Attention Evaluation Tests
5.7.3. Attention Research 

5.8. Standardized Memory Tests 

5.8.1. Working Memory
5.8.2. Other Types of Memory 
5.8.3. Memory Research 

5.9. Basic Competency Assessment Tools for Elementary Education 

5.9.1. Test Kits for the First and Second Cycle of Elementary Education
5.9.2. Competency Assessment Tools for Other Educational Levels
5.9.3. Research Framework for Basic Skill Testing 

5.10. Complementary Evaluation Protocols in the Educational Field 

5.10.1. Non-Formal Education Evaluation 
5.10.2. Competency Assessment in Higher Education 
5.10.3. Evaluation of Teaching Skills 

Module 6. Concept, Characteristics, Assessment and Intervention in Developmental Disorders in Compulsory Education 

6.1. Introduction to Developmental Disorders 

6.1.1. What is a Developmental Disorder? 
6.1.2. Developmental Disorders in the DSM-5 
6.1.3. Learning Disabilities that May Occur in Relation to Developmental Disorders 

6.2. Communication and Language Disorders 

6.2.1. Communication and Language Disorder Concept 
6.2.2. Specific Language Disorder (SLD) 
6.2.3. Assessment and Intervention of Simple Language Delay 
6.2.4. Educational Context Intervention 

6.3. Concept, Assessment and Speech Disorder Intervention 

6.3.1. Aphasia 
6.3.2. Dyslalia 
6.3.3. Dysglossia 
6.3.4. Dysarthria 
6.3.5. Dysphemia 
6.3.6. Dysphonia 

6.4. Autism Spectrum Disorders 

6.4.1. Autism Spectrum Disorders: Diagnosis and Assessment 
6.4.2. Family Intervention in ASD 
6.4.3. Psychological and Educational Intervention in ASD 

6.5. Pervasive Developmental Disorders (PDD) 

6.5.1. Pervasive Developmental Disorders: Diagnosis and Classification 
6.5.2. PDD Evaluation 
6.5.3. PDD Intervention, Techniques and Programs 

6.6. Attention Deficit Disorder, Dissocial Disorder and Oppositional Defiant Disorder

6.6.1. ADHD. Concept and Evaluation 
6.6.2. Dissocial Disorder: Concept and Assessment 
6.6.3. Oppositional Defiant Disorder: Concept and Assessment 
6.6.4. General Guidelines for Classroom Educational Intervention 

6.7. Concept, Evolution and Historical Concept of Intellectual Disability 

6.7.1. The Concept of Disability 
6.7.2. Historical Evolution of Disability 
6.7.3. Intellectual Disability and its Classification 
6.7.4. Developmental Characteristics of Children with Intellectual Disabilities
6.7.5. Guidelines for Psycho-Educational Intervention in the Classroom 

6.8. Diagnosis and Evaluation of Intellectual Disability in Educational Institutions

6.8.1. Intellectual Disability Diagnosis 
6.8.2. Psycho-Educational Assessment and Classroom Intervention 

6.9. Concept, Classification and Detection of Visual and Hearing Impairment in the Educational Environment 

6.9.1. Visual Impairment Concept and Types 
6.9.2. Most Frequent Visual Diagnoses in Educational Centers 
6.9.3. Visual Impairment Detection in Educational Centers 
6.9.4. Guidelines for Psycho-Educational Classroom Intervention with Children with Visual and Hearing Impairment. Reading The Braille System Spanish Sign Language (LSE)  

6.10. Concept, Classification and Intervention Guidelines for Children with Motor Disabilities

6.10.1. Motor Disability Concept and Types 
6.10.2. Motor Diagnosis 
6.10.3. Guidelines for Psycho-Educational Classroom Intervention with Children with Visual and Hearing Impairments 

Module 7. Differential Diagnosis and Multidisciplinary Approach to LD 

7.1. LD and Language 

7.1.1. Language-Associated LD Diagnosis 
7.1.2. Comorbidity with other Disorders 
7.1.3. Differentiating LD and Language Factors 
7.1.4. Multidisciplinary Intervention in Language Disorders 

7.2. LD and ADHD 

7.2.1. Neurological Basis in ADHD and Learning Disabilities 
7.2.2. Differential Diagnosis and Comorbidity 
7.2.3. Multidisciplinary Intervention in LD and ADHD 

7.3. LD and Visual Impairment

7.3.1. LD and Visual Impairment Educational Needs Due to Visual Impairment 
7.3.2. Integration Factors and Agents 
7.3.3. Multidisciplinary Intervention 

7.4. LD and Motor Disability 

7.4.1. LD Diagnosis Associated with Motor Disability 
7.4.2. Specific Adaptations for Students with LD and Motor Disability 
7.4.3. Multidisciplinary Intervention in LD and Motor Disability 

7.5. LD and Intellectual Disability 

7.5.1. LD Conceptualization and Intellectual Disability 

7.5.1.1. Differential Diagnosis of Intellectual Disability 
7.5.1.2. Multidisciplinary Intervention in LD and Intellectual Disability 

7.6. LD and Psychological Disorders 

7.6.1. Learning Disabilities and Socio-Affective Disorders 

7.6.1.1. Learning Disabilities and Sociocultural Disorders 
7.6.1.2. Learning Disabilities and Behavioral Disorders 

7.7. Hospitalization and Learning Disabilities 

7.7.1. Learning and Hospitalization 
7.7.2. Psycho-Educational Care in the Hospital Context 
7.7.3. Therapeutic Intervention in the Hospital Context 

7.8. Multidisciplinary Approach: LD and Psychopedagogy 

7.8.1. Psychopedagogical Approaches to LD 
7.8.2. Psychopedagogical Intervention in Reading LD 
7.8.3. Psychopedagogical Intervention in Writing LD 
7.8.4. Psychopedagogical Intervention in Math LD  

7.9. Multidisciplinary Approach: LD and School 

7.9.1. Educational Reinforcement and Learning Disabilities 
7.9.2. Hearing and Language Field Intervention 
7.9.3. Therapeutic Pedagogy Intervention 

7.10. Distinction between Learning Disabilities (LD) and Specific Learning Disabilities (SpLD) 

7.10.1. Conceptualization and Differentiation between LD and SpLD 
7.10.2. LD and SpLD Classification 
7.10.3. LD and SpLD Multidisciplinary Intervention 

Module 8. Educational Taxonomies, Instructional Design of Psycho-Educational Programs, Psycho-Educational Reports and Universal Design for All

8.1. The Teaching-Learning Environment 

8.1.1. Learning Environment, Agents and Model Definition 
8.1.2. Instructional Design Concept 
8.1.3. Instructional Procedure Definition 

8.2. Instructional Design Phases 

8.2.1. Instructional Design Types 
8.2.2. Instructional Design Phases 
8.2.3. Instructional Design in the Online Environment  

8.3. Instructional Functions 

8.3.1. Proper Instructional Functions 
8.3.2. Instrumental Functions 
8.3.3. Special Functions 

8.4. Efficiency-Based Educational Taxonomies 

8.4.1. Goal Theory Value in School Efficiency and Achievement 
8.4.2. Bloom's Taxonomy 
8.4.3. Gagné’s and Briggs’ Taxonomy 
8.4.4. Component Manifestation Theory 

8.5. Inclusive Education Principles and Specific Classroom Special Needs Detection 

8.5.1. Inclusive Education and its Principles 
8.5.2. Inclusive Education and Attention to Diversity 
8.5.3. Practical Examples of Inclusive Education and Universal Design 

8.6. Introduction to Psychopedagogical Report Creation and Drafting 

8.6.1. Concept: Psychopedagogical Design 
8.6.2. Intervention Proposal Selection Criteria 
8.6.3. Activity Development Recommendations 
8.6.4. OLPPD Regulations and Current Psychopedagogical Reports 

8.7. What is Curricular Adaptation? Curricular Adaptation Proposals and Design

8.7.1. Curricular Adaptation and Psychoeducational Reports 
8.7.2. Curricular Adaptation Types in Compulsory Education Schools 
8.7.3. Curricular Adaptation Design 

8.8. Current Trends in Educational Psychology and LDs 

8.8.1. Assessment and Intervention in LD Today 
8.8.2. Specific Collaboration and Social Association Centers: Social Support Networks 
8.8.3. New Technology and LDs 

8.9. Psycho-Educational Program Design, Methodology and Evaluation 

8.9.1. Psycho-Educational Program: Concept and Design 
8.9.2. Program Results Evaluation 
8.9.3. Key Psycho-Educational Programs in Learning Disabilities 

8.10. Individualized Educational Program 

8.10.1. Theoretical Conceptualization 
8.10.2. Parts of an IEP  
8.10.3. IEP Development and Evaluation 

Module 9. Learning Disabilities Intervention 

9.1. Conceptualisation: LD Intervention 

9.1.1. Cognitive-Behavioral Intervention 
9.1.2. Intervention from a Systemic Approach 
9.1.3. LD Intervention Levels 

9.2. Early LD Intervention and Attention 

9.2.1. Early LD Intervention Models 
9.2.2. LD Prevention 
9.2.3. Early LD Attention 

9.3. LD care in schools and multidisciplinary teams and in non-formal socio-educational centers and in non-formal socio-educational centers

9.3.1. Attention Process to LD in Schools 
9.3.2. Educational Agents in LD care 
9.3.3. Intervention in Non-Formal Psycho-Educational Centers 

9.4. Reading Intervention Program Development 

9.4.1. Conceptualization 
9.4.2. Intervention Program Design 
9.4.3. Intervention Program Examples 

9.5. Writing Intervention Program Development 

9.5.1. Conceptualization 
9.5.2. Intervention Program Design 
9.5.3. Intervention Program Examples 

9.6. Intervention Program Development in Attention and Perception 

9.6.1. Conceptualization 
9.6.2. Intervention Program Design 
9.6.3. Intervention Program Examples 

9.7. Memory Intervention Program Development 

9.7.1. Conceptualization 
9.7.2. Intervention Program Design 
9.7.3. Intervention Program Examples 

9.8. Intervention Program Development with Technological Resources 

9.8.1. Technological Resources and Psycho-Educational Intervention 
9.8.2. LD and Technology Resources 
9.8.3. Available Resources Examples  

9.9. LD in Adult and Post-Compulsory Education 

9.9.1. LD Assessment and Diagnostics in Adults 
9.9.2. LD Intervention Programs for Adults 
9.9.3. LD Diagnosis and Intervention in Post-Compulsory Education 

Module 10. Intervention programs in LD, organization and competencies of educational guidance services in Spain

10.1. Types of LD Intervention Programs According to the Target Population I 

10.1.1. Individual Programs 
10.1.2. Group Programs 
10.1.3. Peer-to-Peer Classroom Programs 
10.1.4. Small Group Programs 

10.2. Types of LD Intervention Programs According to the Target Population II 

10.2.1. Specific Programs in a Single Field 
10.2.2. Programs with Transversal Competencies for Life 
10.2.3. Cultural Integration Programs 
10.2.4. Intellectual Enrichment Programs 

10.3. Preparation and Types of Educational Reports 

10.3.1. Types of Educational Reports in the Educational Center 
10.3.2. Preparation of an Individual Educational Program 
10.3.3. Writing Individual Educational Programs (IEPs) 

10.4. Ethical and Deontological Aspects in the Issuance of Multidisciplinary Psychopedagogical Reports 

10.4.1. The Professional College of Psychology 
10.4.2. Ethics in School Counseling Services 
10.4.3. The Deontological Criteria of School Psychologists 

10.5. Organization and Competencies of Educational Guidance Services in Spain 

10.5.1. What is a Special Education Center? Characterization and Operation
10.5.2. Educational Psychologists in Special Education Centers 
10.5.3. Special Education Centers and Educational Guidance Services 

10.6. Control and Monitoring Elements of the Different Psycho-Educational Agents in the Spanish Education System 

10.6.1. Educational guidance teams 
10.6.2. Guidance Equipment in Special Education Centers 
10.6.3. Guidance Teams in Elementary and Secondary Education 
10.6.4. Educational Inspection 

10.7. Field of Action and Professional Profile of Educational Psychologists 

10.7.1. Historical Framework of Psychologist's Profile in Education 
10.7.2. Field of Action of Educational Psychologists

10.8. The Role of School Psychologists 

10.8.1. Main Functions and Competencies of School Counselors 
10.8.2. School Psychologist Competencies 
10.8.3. Regulation of the School Psychology Specialty in Spain 

10.9. New Technologies and their Applications in the Psycho-Educational Environment and LDs 

10.9.1. Information and Communication Technologies and their Application to Educational Psychologists’ Profession 
10.9.2. ICTs Applied to LD 
10.9.3. Innovative Proposals for Psycho-Educational Assessment and Intervention 

10.10. Professional Future in the Psycho-Educational Field of School Psychologists 

10.10.1. Horizon 2030, Progress Proposals in the Psycho-Educational Field 
10.10.2. Educational Innovation in the Psycho-Educational Field 
10.10.3. Job Opportunities for Educational Psychologists in the Near Future

This degree gives you the opportunity to learn in convenient formats such as video or interactive summary, in order to optimize and liven up your teaching process”