Acquire the most advanced tools in intervention in intellectual disabilities and become the support that students need to advance in their development in the classroom"

This comprehensive program was developed in response to the growing demand for training in the area of special needs in schools. The international regulations of the organizations in charge of overseeing the integral development of people with disabilities, and specifically, of children with difficulties in schools, have promoted a new model of teaching work. This approach represents a giant step forward in the obsolete segregationist system that has dominated until now and is directed towards a capacity for attention that generates a more realistic and effective integration. 

To achieve these objectives, this Postgraduate diploma take students through the knowledge that intervention in Therapeutic Pedagogy requires. From the consideration of communication with the family or legal guardians as a pillar around which any intervention should pivot to the planning and development of intervention processes. 

All these processes must be materialized in a real and possible adaptation to the needs of each student, in a totally individualized manner. To this end, TECH will show in an intensive and complete study, how to elaborate the educational adaptations using the most innovative tools and material resources, to create a process that allows students to really learn, taking into account their optimal ways of facing each area of study. 

All these working skills that the student will acquire will inevitably be supported by the knowledge of the bases of psychology in this area and the approaches of the sciences of education and neurology. In addition, you will learn how to interpret and use industry reports and publications as tools for professional growth. 

Deal with the difficulties that students with disabilities ADHD suffer, with the that the psychologist tools to help them in their school and social development"

This Postgraduate diploma in Intellectual Disability, Attention Deficit and Hyperactivity Disorders for Psychologists contains the most complete and up-to-date scientific program on the market. The most important features include: 

• Case studies presented by experts  
• The graphic, schematic, and eminently practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional
• News on Attention Deficit and Hyperactivity Disorder and disability in the school environment 
• Practical exercises where self-assessment can be used to improve learning
• Clinical and diagnostic imaging and testing iconography
• An algorithm-based interactive learning system for decision-making in the clinical situations presented throughout the course
• With special emphasis on evidence-based medicine and research methodologies in Attention Deficit and Hyperactivity Disorder
• 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

Learn how to motivate, understand and guide your students with Attention Disability Deficit and Hyperactivity in a Postgraduate course university created to propel you to another professional level"

Its teaching staff includes leading professionals and experts who bring their years of experience to this program, as well as renowned specialists belonging to prestigious societies and 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 training program designed to train in real situations. 

Problem-Based Learning underpins this program design, and the educator must use it to try and solve the different professional practice situations that arise throughout the Postgraduate diploma. To do so, the educator will have the help of an innovative interactive video system that provides the contextualization and the practical point of view you need. 

A specific training work that will enable you to work extensively in the field of intellectual disabilities and ADHD from the therapeutic pedagogy, as a psychologist.

Learn in a simple, intensive and flexible way with the quality of the highest rated teaching models in the online teaching scene"

The syllabus has been created to respond specifically to the needs of expanding, complementing and updating the knowledge of psychologists in the area of Therapeutic Pedagogy. With a vision focused on applied learning, which allows the professional to intervene successfully and a broad vision and connected to the real environment of the profession.  

A comprehensive teaching program, created to offer psychologists quick and efficient education that is compatible with your personal and professional life”

Module 1. History and Evolution of Terms With Regards to Functional Diversity

1.1. Prehistory of Special Education

1.1.1. Justification of the Term Prehistory
1.1.2. Stages in the Prehistory of Special Education
1.1.3. Education in Greece
1.1.4. Education in Mesopotamia
1.1.5. Education in Egypt
1.1.6. Education in Rome
1.1.7. Education in America
1.1.8. Education in Africa
1.1.9. Education in Asia
1.1.10. Shift from Mythology and Religion to Scientific Knowledge

1.2. Middle Ages

1.2.1. Definition of the Historical Period
1.2.2. Stages in the Middle Ages: Characteristics
1.2.3. The Separation of Church and School
1.2.4. Education of the Clergy
1.2.5. Education of the Knight
1.2.6. Education of the Weak

1.3. Modern Age: 16th Century to 18th Century

1.3.1. Definition of the Historical Period
1.3.2. Contributions of Ponce de León, Juan Pablo Bonet and Lorenzo Hervás to the Education of People with Hearing Deficits
1.3.3. Sign Language Communication
1.3.4. Luis Vives’ Contributions
1.3.5. Jacobo Rodríguez Pereira's Contributions
1.3.6. Juan Enrique Pestalozzi’s Contributions
1.3.7. Treatment of Mental Disabilities: Pinel and Itard’s Contributions, among others

1.4. XIX Century

1.4.1. Definition of the Historical Period
1.4.2. First Classes in Special Education
1.4.3. First Associations of Families with Special Education Students
1.4.4. Beginning of the Study of Intelligence: Measuring IQ
1.4.5. Louis Braille's Contributions to Teaching People with Visual Deficits
1.4.6. Writing in the Reading and Writing System Braille
1.4.7. Reading in the Reading and Writing System Braille
1.4.8. Anne Sullivan's Contributions to Teaching Blind and Deaf People
1.4.9. Alexander Graham Bell’s Contributions to Acoustics

1.5. 20th century

1.5.1. Definition of the Historical Period
1.5.2. Ovidio Decroly’s Contributions
1.5.3. María Montessori's Contributions
1.5.4. Growth of Psychometry
1.5.5. Before the Warnock Report
1.5.6. The Warnock Report
1.5.7. Implications for Schools after the Warnock Report
1.5.8. Dr. Jack Bradley’s Photograph: Use of the Hearing Aid
1.5.9. The Use of Home Video in Autism

1.6. Contributions of World Wars

1.6.1. Historical Periods of World Wars
1.6.2. Schools in Times of Crises
1.6.3. Operation T4
1.6.4. School under Nazism
1.6.5. Schools in Ghettoes and Concentration Camps, Work and Extermination
1.6.6. The Beginning of Schools in the Kibutz
1.6.7. Concepts of Education versus Rehabilitation
1.6.8. Development of Tools and Materials to Improve Daily Life
1.6.9. The Use of the White Cane
1.6.10. The Application of Technologies for Improving Life for the Wounded Soldier

1.7. Perspectives from 20th Century

1.7.1. The Concept of Functional Diversity
1.7.2. Social Implications of the Term Functional Diversity
1.7.3. Educational Implications of the Term Functional Diversity
1.7.4. Work Implications of the Term Functional Diversity
1.7.5. Rights and Duties of People with Functional Diversity
1.7.6. Knowledge of the Functioning of the Nervous System
1.7.7. New Contributions from Neurology
1.7.8. ICT Use in the School
1.7.9. Domotics in Schools
1.7.10. Multiprofessional Coordination

1.8. Proposals from UNESCO

1.8.1. The Birth of UNESCO
1.8.2. Organization of UNESCO
1.8.3. Composition of UNESCO
1.8.4. Short and Long-Term UNESCO Strategies
1.8.5. Precursors to Children's Rights
1.8.6. Children's Rights: Implications for Special Education
1.8.7. Education for Girls with Special Needs
1.8.8. Salamanca Declaration
1.8.9. Implications of the Salamanca Declaration
1.8.10. Other UNESCO Documents

1.9. Classificatons according to Diagnosis

1.9.1. Entities Responsible for Elaboration of Classifications
1.9.2. Definition of CIE-10
1.9.3. Definition of DSM-5
1.9.4. Necessity to Use Both Classifications
1.9.5. Implications for the Specialist Teacher in Therapeutic Pedagogy
1.9.6. Coordination with Other Professionals from the Schools which Differentiate these Classifications
1.9.7. Use of Language and Vocabulary Adjusted to these Classifications
1.9.8. School Documents Which Make References to these Classifications
1.9.9. Elaboration of Follow-Up Reports of Students
1.9.10. Elaboration of Multiprofessional Coordination

1.10. Basic Concepts in Psychopedagogy

1.10.1. Need for Psychopedagogical Intervention in Schools
1.10.2. Psychology Concepts in the School
1.10.3. Concepts of Pedagogy and Sciences of Education in School
1.10.4. Relationship between Concepts of Psychology and Pedagogy in School
1.10.5. School Documents Based on Psychology and Pedagogy
1.10.6. Elaboration of Parallels between School Stages, Psycho-Evolutionary Development Stages and Special Educational Needs
1.10.7. Elaboration of Information from the Teacher of Therapeutic Pedagogy to Facilitate the Intervention of Other Professionals in the School
1.10.8. Professional Relationships and Organizational Chart of Schools based on Psychology and Pedagogy
1.10.9. Elaboration of Multiprofessional Coordination
1.10.10. Other Documents

Module 2. Developmental Disorders: Intellectual Disability

2.1. Intellectual Disability and Cognitive Apparatus

2.1.1. Definition of Intellectual Disability
2.1.2. Historical Focus
2.1.3. Current Interpretation
2.1.4. Cognitive Functions
2.1.5. Importance of Cognitive Apparatus
2.1.6. Disorders of Cognitive Apparatus
2.1.7. Definition of Cognitive Apparatus
2.1.8. Parts of Cognitive Apparatus
2.1.9. Functions of Cognitive Apparatus
2.1.10. Importance of Cognitive Apparatus

2.2. Variables in Development

2.2.1. The Importance of Variables in Development
2.2.2. Personal Variables: Degree
2.2.3. Personal Variables: Prenatal Causes
2.2.4. Personal Variables: Perinatal Causes
2.2.5. Personal Variables: Postnatal Causes
2.2.6. Contextual Variables: Family Members
2.2.7. Contextual Variables: Educational
2.2.8. Dimensions of Intellectual Disability
2.2.9. Adaptative Skills according to the Criteria of Intellectual Disability

2.3. Differential Aspects of Intellectual Disability

2.3.1. Introduction to Differential Aspects
2.3.2. Cognitive Development
2.3.3. Language and Communication
2.3.4. Affectionate-Emotional and Social Dimension
2.3.5. Psychomotor Dimension
2.3.6. Specification of the Special Educational Needs of Students with Intellectual Disabilities

2.4. Multiprofessional Coordination

2.4.1. Definition of Multiprofessional Coordination
2.4.2. Multiprofessional Coordination
2.4.3. The family as the Axis of Multiprofessional Coordination
2.4.4. Diagnosis of the Disorder
2.4.5. Professionals in the Educational Center: Coordination
2.4.6. Professionals External Educational Center: Coordination
2.4.7. Coordination between Professionals Inside and Outside of the School Center
2.4.8. The Teacher Specialized in Therapeutic Pedagogy as a Liaison between Professionals
2.4.9. Student and Family

2.5. Identification of the Special Educational Needs of Studies with Intellectual Disabilities of Psychopedagogical Evaluation

2.5.1. Documentation for Diagnosis of the Disorder
2.5.2. Reviews and Monitoring of the Disorder
2.5.3. Documentation of the Physiotherapist
2.5.4. Check-ups and Monitoring of the Monitoring by the Physiotherapist
2.5.5. Orthotist’s Documentation
2.5.6. Check-ups and Monitoring of the Disorder by the Orthotist
2.5.7. Documentation in Schools
2.5.8. Psychopedagogical Evaluation which Determines the Students’ Needs in Class
2.5.9. Elaboration of the Individual Curricular Adaptation Document
2.5.10. Monitoring of the Individual Curricular Adaptation Document

2.6. Curricular Adaptations for Students with Intellectual Disabilities

2.6.1. Regulatory Basis
2.6.2. Concept of Educational Intervention
2.6.3. Importance of Educational Intervention
2.6.4. General Aspects of Intervention
2.6.5. Cognitive Aspects for Intervention
2.6.6. Socio-Affective Aspects for Intervention
2.6.7. Psychomotor Aspects for Intervention
2.6.8. Basic Aspects for Intervention

2.7. Organisation of the Special Educational Needs of Students with Intellectual Disabilities
2.8. The Participation of the Family of People with Intellectual Disabilities
2.9. Inclusion of People with Intellectual Disabilities in Society
2.10. Supports and Resources for People with Intellectual Disabilities

Module 3. Neurodevelopment Disorders Attention Deficit Hyperactivity Disorder

3.1. Concept and Definition of Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD)

3.1.1. Definition of ADD
3.1.2. Symptoms
3.1.3. Types of Treatment
3.1.4. Definition of ADHD
3.1.5. Diagnosis of ADHD
3.1.6. When Can One Make a Correct Diagnosis?
3.1.7. Diagnostic Criteria of ADHD
3.1.8. Existing Differences between ADD and ADHD
3.1.9. Causes

3.2. Positive Diagnosis of ADHD

3.2.1. Process for Obtaining a Correct Diagnosis
3.2.2. Differential Diagnosis
3.2.3. Medical Problems
3.2.4. Learning Disorders
3.2.5. Affective Disorders
3.2.6. Behavioral Disorders
3.2.7. Use of Drugs
3.2.8. Unfavorable Environments
3.2.9. Rebound Effect
3.2.10. Questions before a New Diagnosis

3.3. Gradual Emergence of ADD and ADHD in Today’s Society What Are These Disorders and What Are They Not?

3.3.1. Prevalence in Spain
3.3.2. Prevalence in Europe
3.3.3. Prevalence in the Rest of the World
3.3.4. Does It Exist or Is It a Made-Up Disorder?
3.3.5. What Is Not ADD and ADHD?
3.3.6. Is It Hereditary?
3.3.7. Does It Have a Definitive Cure?
3.3.8. False Myths

3.4. Comorbidity

3.4.1. What is Comorbidity?
3.4.2. Co-morbid Conditions Coexisting with ADHD
3.4.3. Anxiety Disorders
3.4.4. Neurodevelopment Disorders
3.4.5. Learning Disorders
3.4.6. Mood Disorders
3.4.7. Disruptive Disorders
3.4.8. Addiction Disorders
3.4.9. Sleep Disorders
3.4.10. Organic Disorders

3.5. Incidences in the Stages of Development

3.5.1. Executive Control
3.5.2. How Does It Show Itself in their Academic Performance?
3.5.3. How Does It Show Itself in their Behavior?
3.5.4. What Kind of ADHD Children Can We Find in the Classroom?
3.5.5. ADH and ADHD in Boys
3.5.6. ADH and ADHD in Girls
3.5.7. ADH and ADHD in Adolescents
3.5.8. ADH and ADHD in Adults

3.6. Educational Intervention According to Stages of Development

3.6.1. Educational Intervention in Early Childhood (3-6 Years Old)
3.6.2. Educational Intervention in Mid Childhood (6-12 Years Old)
3.6.3. Educational Intervention in Adolescence 12-20 Years Old)
3.6.4. Educational Intervention in Adulthood (20-40 Years Old)
3.6.5. Working on a Student’s Self-Esteem
3.6.6. How to Manage Distractions?
3.6.7. Reinforcement of Positive Behaviors and its Importance
3.6.8. Curricular Adaptations
3.6.9. Non-Significant Curricular Measures of Obligatory Compliance

3.7. Multidisciplinary Coordination and Intervention

3.7.1. Definition of Multiprofessional Coordination
3.7.2. What is Psychopedogogical Treatment? 
3.7.3. Psychopedagogical Intervention
3.7.4. Psychological Intervention
3.7.5. Pharmacological Intervention
3.7.6. Multimodal Intervention
3.7.7. Neuropsychological Intervention
3.7.8. Intervention with Other Alternative Treatments

3.8. ADH and ADHD within the Family

3.8.1. Main Fears of Families for those Affected
3.8.2. Communication between Teachers and Parents
3.8.3. Emotional Intelligence of Families with a Child with ADHD
3.8.4. First Meeting between Teachers and Parents
3.8.5. Decalogue of Family Actions
3.8.6. Co-existence 
3.8.7. Family Schools
3.8.8. Intervention within the Nuclear Family Models of Functional Education
3.8.9. Inductive Model of Support or Inductive Discipline

3.9. Study Techniques Adapted Tools and Materials

3.9.1. Adaptations and Strategies to Use within the Classroom
3.9.2. Strategies for Improving Reading
3.9.3. Strategies for Improving Writing
3.9.4. Strategies for Improving Calculus
3.9.5. Strategies for Improving Organisation
3.9.6. Strategies for Improving Reflexivity
3.9.7. Strategies for Improving Motivation and Mood
3.9.8. Strategies for Improving Behavior
3.9.9. Other Materials

3.10. Types of Assessments in the Classroom

3.10.1. Recommendation for Assessments and Exams
3.10.2. General Measures for the Assessment of Students with ADD or ADHD
3.10.3. Supervision Measures in Assessments
3.10.4. Assessment Procedures
3.10.5. Learning Assessment
3.10.6. Assessment Guidelines
3.10.7. Assessment Alternatives
3.10.8. Teaching the Student How to Prepare for Exams

A unique, key, and decisive training experience to boost your professional development”