New ways of teaching need new ways of learning: become part of the leaders of this change in the school"

The work in neuropsychology is complex. It covers a broad spectrum of intervention that requires the professional to have very specific training in the various branches of brain development. This discipline, deeply linked to neurology and the physiological study of the brain, is affected by the changes that the evolution of knowledge in this scientific branch achieves. For professionals, this means an intense challenge of continuous updating that allows them to be at the forefront in terms of approach, intervention and monitoring of the cases that may arise in their practice.

Throughout this specialization, the student will go through all the current approaches in the work of the neuropsychologist in the different challenges that his/her profession presents. A high-level step that will become a process of improvement, not only on a professional level, but also on a personal level.

This challenge is one of TECH social commitments: to help highly qualified professionals to specialize and develop their personal, social and work skills during the course of their training.

Not only does it lead through the theoretical knowledge offered, but it also shows another way of studying and learning, more organic, simpler and more efficient. We will work to keep you motivated and to develop in you a passion for learning. We will encorauge you to think and develop critical thinking.

A program created for professionals who aspire to excellence that will allow you to acquire new skills and strategies in a smooth and effective way"

This Postgraduate diploma in Educational Alternatives and Learning Development contains the most complete and up-to-date program. The most important features include:

• The latest technology in online teaching software
• A highly visual teaching system, supported by graphic and schematic contents that are easy to assimilate and understand
• Practical cases presented by practicing experts
• State-of-the-art interactive video systems
• Teaching supported by telepractice
• Continuous updating and recycling systems
• Autonomous learning: full compatibility with other occupations
• Practical exercises for self-evaluation and learning verification
• Support groups and educational synergies: questions to the expert, debate and knowledge forums
• Communication with the teacher and individual reflection work
• Availability of the contents from any fixed or portable device with internet connection
• Supplementary documentation databases are permanently available, even after the program

The management of difficulties in the classroom is one of the skills that requires the most tools from the professional: a knowledge that this Postgraduate diploma offers you in just a few months"

Our teaching staff is made up of working professionals. In this way we ensure that we provide you with the up-to-date training we are aiming for. A multidisciplinary team of professors with training and experience in different environments, who will develop the theoretical knowledge in an efficient way, but, above all, will bring their practical knowledge derived from their own experience to the program: one of the differential qualities of this Postgraduate diploma.

This mastery of the subject is complemented by the effectiveness of the methodological design of this Postgraduate diploma. Developed by a multidisciplinary team of e-learning experts, it integrates the latest advances in educational technology. In this way, you will be able to study with a range of comfortable and versatile multimedia tools that will give you the operability you need in your training.   

The design of this program is based on Problem-Based Learning: an approach that conceives learning as a highly practical process. To achieve this remotely, telepractice will be used: with the help of an innovative system of interactive videos, and learning from an expert you will be able to acquire the knowledge as if you were facing the case you are learning at that moment. A concept that will make it possible to integrate and fix learning in a more realistic and permanent way.

  The development of the most advanced intervention programs in a high-intensity specialization"

Different ways of learning require different ways of teaching. Knowing them is the key to professional success"

The contents of this specialization have been developed by the different teachers on this program with a clear purpose: to ensure that our students acquire each and every one of the necessary skills to become true experts in this field.  

The content of this Postgraduate diploma will allow you to learn all aspects of the different disciplines involved in this area: a very complete and well-structured program that will lead you to the highest standards of quality and success.    

Our program will take you, steadily and smoothly, through a complete and effective development, in which practice will be the engine of all learning”     

Module1. Emerging Educational Alternatives for the Management of Learning Difficulties 

1.1. Introduction
1.2. Information and Communication Technologies (ICT)

1.2.1. Theoretical Fundamentals of ICT
1.2.2. Historical Development of ICT
1.2.3. Classification of ICT

1.2.3.1. Synchronous
1.2.3.2. Asynchronous

1.2.4. TIC Features
1.2.5. Potential of ICT in Different Contexts of Society

1.3. ICT in Educational Environments

1.3.1. Contribution of ICT to Education in General

1.3.1.1. Tradition Education and ICT Incorporation
1.3.1.2. Impact of ICT in 21st Century Education
1.3.1.3. Learning and Teaching With ICT: Expectations, Realities and Potential

1.3.2. ICT Approaches in the Care of Learning Difficulties

1.3.2.1. ICT as an Educational Resource for the Care of Learning Difficulties

1.3.2.1.1. Teaching Reading
1.3.2.1.2. Teaching Writing
1.3.2.1.3. Teaching Mathematics
1.3.2.1.4. Attention Deficit Hyperactivity Disorder (ADHD)

1.3.3. Role of the Teacher in the use of ICT

1.3.3.1. In the Classroom
1.3.3.2. Out-of-Classroom Spaces

1.4. Chess and its Pedagogical Value

1.4.1. Brief Historical Review of Chess
1.4.2. Its Playful Nature
1.4.3. Pedagogical Fundamentals of Play-Science
1.4.4. Chess as an Educational Tool: In the School Context and in Socially Vulnerable Environments
1.4.5. Potentials of Chess in the Teaching- Learning Process of Students with Learning Difficulties

1.4.5.1. Contributions of Chess in Cognitive Activity

1.4.5.1.1. Attention
1.4.5.1.2. Memory
1.4.5.1.3. Motivation
1.4.5.1.4. Managing Emotions
1.4.5.1.5. Strategic Thinking
1.4.5.1.6. Intelligence
1.4.5.1.7. Transfer of Learning

1.4.5.2. Contributions of Chess in the Context of Executive Functions

1.4.5.2.1. Organization
1.4.5.2.2. Planning
1.4.5.2.3. Execution (Planning, Inhibitory Control, Self-Monitoring)
1.4.5.2.4. Evaluation / Review

1.5. Chess as a Binding Element of the School-Family-Community Triad in the Management of Learning Disabilities

1.5.1. Strengths in the Use of Chess in School to Promote Family Participation in the Educational Process
1.5.2. Possibilities That Chess Offers to Promote Participation of the Community in the School

1.6. Meditation: From Spiritual Practice to its Current Expansion

1.6.1. A Brief Approach to Meditation as an Educational Tool

1.6.1.1. Concept of Meditation

1.6.1.2. Origin of Meditation
1.6.1.3. Its Expansion into Different Fields

1.7. Use of the Educational Potential of Meditation, for the Management of Learning Difficulties and Attention to Diversity

1.7.1. Scientific Evidence of the Effects of Meditation on the Body, Brain and Interpersonal Relationships

1.7.1.1. Neurological Effects: Structural, Biochemical and Functional in the Brain
1.7.1.2. Psychological Effects
1.7.1.3. Physical Effects

1.7.2. Impact of Meditation Practice in Schoolchildren
1.7.3. Impact of Meditation on Teacher’s Modes of Action
1.7.4. Impact of Meditation Practice in School Environment

1.8. Activities for the Integration of Knowledge and its Practical Application
1.9. Recommending Readings
1.10. Bibliography

Module 2. Multiple Intelligences, Creativity, Talent and High Abilities

2.1. Theory of Multiple Intelligences

2.1.1. Introduction
2.1.2. Medical History
2.1.3. Conceptualization
2.1.4. Validation
2.1.5. Premises and Basic Principles of Theories
2.1.6. Neuropsychological and Cognitive Science
2.1.7. Classification of the Theories of Multiple Intelligences
2.1.8. Summary
2.1.9. Bibliographical References

2.2. Types of Multiple Intelligences

2.2.1. Introduction
2.2.2. Types of Intelligence
2.2.3. Summary
2.2.4. Bibliographical References

2.3. Assessment of Multiple Intelligences

2.3.1. Introduction
2.3.2. Medical History
2.3.3. Types of Assessments
2.3.4. Aspects to Consider in the Assessment
2.3.5. Summary
2.3.6. Bibliographical References

2.4. Creativity

2.4.1. Introduction
2.4.2. Concepts and Theories of Creativity
2.4.3. Approaches to the Study of Creativity
2.4.4. Characteristics of Creative Thinking
2.4.5. Types of Creativity
2 4.6. Summary
2.4.7. Bibliographical References

2.5. Neuropsychological Basis of Creativity

2.5.1. Introduction
2.5.2. Medical History
2.5.3. Characteristics of Creative People
2.5.4. Creative Products
2.5.5. Neuropsychological Bases of Creativity
2.5.6. Influence of the Environment and Context on Creativity
2.5.7. Summary
2.5.8. Bibliographical References

2.6. Creativity in the Educational Context

2.6.1. Introduction
2.6.2. Creativity in the Classroom
2.6.3. Stages of the Creative Process
2.6.4. How to Work on Creativity?
2.6.5. Connection Between Creativity and Thinking
2.6.6. Modification in the Educational Context
2.6.7. Summary
2.6.8. Bibliographical References

2.7. Methodologies for Developing Creativity

2.7.1. Introduction
2.7.2. Programs for Developing Creativity
2.7.3. Projects for Developing Creativity
2.7.4. Promoting Creativity in the Family Context
2.7.5. Summary
2.7.6. Bibliographical References

2.8. Creativity Assessment and Guidance

2.8.1. Introduction
2.8.2. Considerations on Assessment
2.8.3. Evaluation Tests
2.8.4. Subjective Assessment Tests
2.8.5. Guidance on Assessment
2.8.6. Summary
2.8.7. Bibliographical References

2.9. High Capacities and Talents

2.9.1. Introduction
2.9.2. Relationship Between Giftedness and High Capacities
2.9.3. Connection Between Heredity and Environment
2.9.4. Neuropsychological Foundation
2.9.5. Models of Giftedness
2.9.6. Summary
2.9.7. Bibliographical References

2.10. Identification and Diagnosis of High Capacities

2.10.1. Introduction
2.10.2. Main Characteristics
2.10.3. How to Identify Far High-Capacity Individuals
2.10.4. Role of the Agents Involved
2.10.5. Assessment Tests and Instruments
2.10.6. Intervention Programs
2.10.7. Summary
2.10.8. Bibliographical References

2.11. Problems and Difficulties

2.11.1. Introduction
2.11.2. Problems and Difficulties in the School Environment
2.11.3. Myths and Beliefs
2.11.4. Dyssynchronies
2.11.5. Differential Diagnosis
2.11.6. Differences Between Genders
2.11.7. Educational Needs
2.11.8. Summary
2.11.9. Bibliographical References

2.12. Connection Between Multiple Intelligences, High Capacities, Talent and Creativity

2.12.1 Introduction
2.12.2. Connection Between Multiple Intelligences and Creativity
2.12.3. Connection Between Multiple Intelligences, High Capacities and Talents
2.12.4. Differences Between Talent and High Capacities
2.12.5. Creativity, High Capacities and Talent
2.12.6. Summary
2.12.7. Bibliographical References

2.13. Guiding and Developing Multiple Intelligences

2.13.1. Introduction
2.13.2. Advising Teachers
2.13.3. Multidimensional Student Development
2.13.4. Curricular Enrichment
2.13.5. Strategies at Different Educational Levels
2.13.6. Summary
2.13.7. Bibliographical References

2.14. Creativity for Problem Solving

2.14.1. Introduction
2.14.2. Models of the Creative Process for Problem Solving
2.14.3. Creative Project Development
2.14.4. Summary
2.14.5. Bibliographical References

2.15. Educational Process and Family Support

2.15.1. Introduction
2.15.2. Guidelines for Teachers
2.15.3. Educational Response in Children
2.15.4. Educational Response in Primary Education
2.15.5. Educational Response in Secondary Education
2.15.6. Coordination with Families
2.15.7. Program Implementation
2.15.8. Summary
2.15.9. Bibliographical References

Module 3. Visual and Auditory Functionality for Reading, Language, Languages and Learning

3.1. Vision: Functioning and Neuropsychological Bases

3.1.1. Introduction
3.1.2. Development of the Visual System at Birth
3.1.3. Risk Factors
3.1.4. Development of Other Sensory Systems During Infancy
3.1.5. Influence of Vision on the Visuomotor System and its Development
3.1.6. Normal and Binocular Vision
3.1.7. Anatomy of Human Eyes
3.1.8. Eye Functions
3.1.9. Other Functions
3.1.10. Visual Pathways to the Cerebral Cortex
3.1.11. Elements that Favor Visual Perception
3.1.12. Vision Diseases and Alterations
3.1.13. Most Common Eye Disorders or Diseases: Classroom Interventions
3.1.14. Computer Vision Syndrome (CVS)
3.1.15. Attitudinal Observation of the Student
3.1.16. Summary
3.1.17. Bibliographical References

3.2. Visual Perception, Assessment and Intervention Programs

3.2.1. Introduction
3.2.2. Human Development: Development of the Sensory Systems
3.2.3. Sensory Perception
3.2.4. Neurodevelopment
3.2.5. Description of the Perceptual Process
3.2.6. Color Perception
3.2.7. Perception and Visual Skills
3.2.8. Evaluation of Visual Perception
3.2.9. Intervention for the Improvement of Visual Perception
3.2.10. Summary
3.2.11. Bibliographical References

3.3. Tracking Eye Movements

3.3.1. Introduction
3.3.2. Eye Movements
3.3.3. Tracking Eye Movements
3.3.4. Ocular Motility Recording and Assessment
3.3.5. Ocular Motility-Related Disorders
3.3.6. The Visual System and Reading
3.3.7. Development of Skills in Learning to Read
3.3.8. Improvement and Training Programs and Activities
3.3.9. Summary
3.3.10. Bibliographical References

3.4. Saccadic Movements and Their Implication in Reading

3.4.1. Introduction
3.4.2. Models of the Reading Process
3.4.3. Saccadic Movements and Their Relation to Reading
3.4.4. How are Saccadic Movements Evaluated?
3.4.5. The Reading Process at the Visual Level
3.4.6. Visual Memory in the Reading Process
3.4.7. Investigations to Study the Relationship Between Visual Memory and Reading
3.4.8. Reading Difficulties
3.4.9. Specialized Teachers
3.4.10. Social Educators
3.4.11. Summary
3.4.12. Bibliographical References

3.5. Visual Accommodation and its Relation to Posture in the Classroom

3.5.1. Introduction
3.5.2. Mechanisms that Allow for Accommodation or Focus
3.5.3. How is Visual Accommodation Assessed?
3.5.4. Body Posture in the Classroom
3.5.5. Visual Accommodation Training Programs
3.5.6. Aids for Visually Impaired Students
3.5.7. Summary
3.5.8. Bibliographical References

3.6. Structure and Function of the Ear

3.6.1. Introduction
3.6.2. The World of Sound
3.6.3. Sound and its Propagation
3.6.4. The Auditory Receptors
3.6.5. Ear Structure
3.6.6. Development of the Hearing System at Birth
3.6.7. Development of Sensory Systems During Infancy
3.6.8. Influence of the Ear on Balance Development
3.6.9. Ear Diseases
3.6.10. Summary
3.6.11. Bibliographical References

3.7. Auditory Perception

3.7.1. Introduction
3.7.2. Guidelines for Detecting Auditory Perception Problems
3.7.3. The Perceptive Process
3.7.4. Role of the Auditory Pathways in Perceptual Processes
3.7.5. Children with Impaired Auditory Perception
3.7.6. Evaluation Tests
3.7.7. Summary
3.7.8. Bibliographical References

3.8. Evaluation of Hearing and its Alterations

3.8.1. Introduction
3.8.2. Evaluation of the External Auditory Canal
3.8.3. Otoscopy
3.8.4. Air Audiometry
3.8.5. Bone Conduction Hearing
3.8.6. Curve of the Pain Threshold
3.8.7. Tone Audiometry, Vocal Audiometry and Acoustic Audiometry
3.8.8. Hearing Impairment: Degrees and Types of Hearing Loss
3.8.9. Causes of Hearing Loss
3.8.10. Psychobiological Aspects of Hearing Impairment
3.8.11. Summary
3.8.12. Bibliographical References

3.9. Hearing and Learning Development

3.9.1. Introduction
3.9.2. Development of the Human Ear
3.9.3. Programs, Activities and Games for Auditory Development in Children
3.9.4. Berard Method
3.9.5. Tomatis Method
3.9.6. Visual and Hearing Health
3.9.7. Adaptations of Curricular Elements
3.9.8. Summary
3.9.10. Bibliographical References

3.10. Vision and Hearing Processes Involved in Reading

3.10.1. Introduction
3.10.2. Tracking Eye Movements
3.10.3. The Visual System and Reading
3.10.4. Dyslexia
3.10.5. Color-Based Therapies for Dyslexia
3.10.6. Visual Impairment Aids
3.10.7. Summary
3.10.8. Bibliographical References

3.11. Relationship Between Vision and Hearing in Language

3.11.1. Introduction
3.11.2. Relationship Between Vision and Hearing
3.11.3. Verbal-Auditory and Visual Information Processing
3.11.4. Intervention Programs for Hearing Disorders
3.11.5. Guidelines for Teachers
3.11.6. Summary
3.11.7. Bibliographical References

A comprehensive specialized program that will take you through the necessary training to compete with the best in your profession”