Offering personalized attention to students according to their educational needs will allow them to improve in their learning process”

The 21st century school is focused on personalized care, where the student is the center of the learning process. Gone are the years when the teacher focused on the syllabus and content. And this evolution is largely due to the diversity of students in the classroom. 

In order to obtain superior knowledge and skills in this field, this course analyzes different concepts and their applications in relation to equality and diversity in the classroom. In this way, this program covers the theoretical perspectives on diversity in the classroom, as well as the issue of exclusion in schools and the main factors of school failure, a direct consequence of discrimination.

Learning difficulties are also an indispensable part of this Postgraduate certificate, since many students require attention that is more adapted to their individual needs in order to improve their educational problems. With this in mind, the program approaches a variety of needs highlighted within Special Educational Needs. 

With this Postgraduate certificate, TECH has proposed to train teachers to be able to easily and accurately handle the teaching of this educational stage. To this end, the order and distribution of the subjects and their topics is specially designed to allow each student to decide their schedule and self-manage their time. In addition, students will have access to theoretical materials presented with enriched texts, multimedia presentations, exercises and guided practical activities, motivational videos, master classes, and case studies, where they will be able to evoke knowledge in an orderly manner and practice decision-making that demonstrates their learning within the field of teaching.

This program is distinguished by the fact that it can be taken in a 100% online format, adapting to the needs and obligations of the student, in an asynchronous and completely self-manageable manner. The student will be able to choose which days, at what time and how much time to dedicate to the study of the contents of the program. Always in tune with the capabilities and skills required for the course.

TECH provides you with the main educational tools to TECH you to develop your work in the field of teaching”

This Postgraduate certificate in Diversity in Primary Education includes the most complete and up-to-date educational program. The most important features include:

• The development of practical cases presented in simulated scenarios by experts in the area of knowledge, where the student will demonstrate the knowledge they have learned and demonstrate the acquisition of competencies
• 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
• The latest news on the educational task of the primary school teacher
• Practical exercises where self-assessment is carried out to improve learning, as well as activities at different levels of competence
• Special emphasis on innovative methodologies in educational research
• 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

Immerse yourself in the study of this complete program, in which you will find everything you need to acquire a higher professional level and compete with the best"

The teaching staff includes professionals from the field who contribute their experience to this program, as well as renowned 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 training experience designed to train for real-life 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, specialists will be assisted by an innovative, interactive video system created by renowned and experienced experts in the Attention to Diversity.

All you need is a computer or mobile device with an internet connection in order to access the content"

The program invites us to learn and grow, to develop as teachers, to learn about educational tools and strategies in relation to the most common needs in our classrooms"

The structure of the contents has been designed by top-level professionals within the educational panorama, with extensive experience and recognized prestige in the profession, endorsed by their experience, and with a solid command of new technologies applied to teaching.

The best content for training the best teachers”

Module 1. Learning Difficulties

1.1. Developmental psychology

1.1.1. Physical or Motor Development
1.1.2. Cognitive Development
1.1.3. Language Development
1.1.4. Emotional development

1.2. Learning Difficulties 

1.2.1. Definition and Conceptualization of Learning Difficulties (LD)
1.2.2. Memory and Learning Difficulties

1.3. Special Educational Needs and Inclusive Education    

1.3.1. The Path Towards a School for Everyone
1.3.2. Encouraging Inclusive Education in Early Childhood Education

1.4. Learning Difficulties Related to Problems in Communication, Language, Speaking and the Voice

1.4.1. Oral Linguistic Pathology: Problems in the Field of Communication, Language, Speaking and the Voice
1.4.2. Language Problems
1.4.3. Speaking and Articulation Disorders

1.5. Learning Difficulties Related to Reading and Writing

1.5.1. Conceptualization of Dyslexia or Specific Reading Disorders
1.5.2. Characteristics of Dyslexia
1.5.3. Reading Routes and Types of Dyslexia
1.5.4. Intervention Steps for Students with Dyslexia
1.5.5. Other Learning Difficulties Related to Reading and Writing

1.6. Learning Difficulties Related to Mathematics

1.6.1. Conceptualization of the Specific Disorder of Learning Difficulties in Mathematics
1.6.2. Etiology and Course of Difficulties in the Field of Mathematics
1.6.3. Types of Specific Disorders in Learning Difficulties in Mathematics
1.6.4. Features of Specific Disorders in Learning Mathematics
1.6.5. Intervention Stages in the Classroom for Students with Specific Disorders within Mathematics

1.7. Intellectual Disability

1.7.1. Conceptualization of Intellectual Disability 
1.7.2. Detecting Intellectual Disability in the Classroom
1.7.3. Special Educational Needs of Students with Intellectual Disability
1.7.4. Intervention Steps in the Classroom for Students with Intellectual Disability

1.8. High Abilities in the Classroom: Keys for Identifying them and Educational Development

1.8.1. Are High Ability Students an Educational Problem?
1.8.2. The Concept of High Ability: Is it Possible to Define it?
1.8.3. Identifying Students with High Abilities
1.8.4. Intervention in Students with High Abilities

1.9. Learning Difficulties Related to Visual or Hearing Sensory Deficit

1.9.1. Visual Impairment
1.9.2. Features of the Development of Children with Visual Impairment
1.9.3. Special Educational Needs of Children with Visual Impairment
1.9.4. Educational Intervention in the Classroom for Students with Visual Impairment
1.9.5. Hearing Impairment
1.9.6. Detecting Students with Hearing Impairment in the Classroom
1.9.7. Special Educational Needs of Children with Hearing Impairment
1.9.8. Intervention Steps in the Classroom for Students with Hearing Impairment

1.10. Motor Coordination Difficulties or Dyspraxia

1.10.1. Conceptualization of a Motor Disability
1.10.2. Conceptualization of Motor Coordination Difficulties or Dyspraxia
1.10.3. Detecting Dyspraxia in the Classroom
1.10.4. Intervention Steps in the Classroom for Students with Dyspraxia

Module 2. Equality and Diversity in the Classroom

2.1. Basic Concepts in Terms of Equality and Diversity 

2.1.1. Equality, Diversity, Differences, Justice and Equity 
2.1.2. Diversity as Something Positive and Intrinsic to Life 
2.1.3. Relativism and Ethnocentrism 
2.1.4. Human Dignity and Human Rights 
2.1.5. Theoretical Perspectives on Diveristy in the Classroom 
2.1.6. Bibliographical References 

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

2.2.1. Key Concepts from Special Education to Inclusive Education 
2.2.2. Conditions of the Inclusive School 
2.2.3. Encouraging Inclusive Education in Early Childhood Education 

2.3. Characteristics and Needs in Early Childhood 

2.3.1. Acquisition of Motor Skills 
2.3.2. Acquisition of Psychological Development 
2.3.3. Development of Subjectivity 

2.4. Exclusion in Schools 

2.4.1. The Hidden Syllabus 
2.4.2. Intolerance and Xenophobia 
2.4.3. How to Detect Bullying in the Classroom?
2.4.4. Bibliographical References 

2.5. Main Factors of School Failure 

2.5.1. Stereotypes and Prejudices 
2.5.2. Self-Fulfilling Prophecies, the Pygmalion Effect 
2.5.3. Other Influencing Factors in School Failure 
2.5.4. Bibliographical References 

2.6. Inclusive and Intercultural School 

2.6.1. School as an Open Entity 
2.6.2. Dialogue 
2.6.3. Intercultural Education and Attention to Diversity 
2.6.4. What is an Intercultural School?
2.6.5. Problems in the School Environment 
2.6.6. Performance 
2.6.7. Proposals on Interculturality to Work On in the Classroom 
2.6.8. Bibliographical References 

2.7. Digital Exclusion in the Knowledge Society 

2.7.1. Transformations in the Information and Knowledge Society 
2.7.2. Access to Information 
2.7.3. Web 2.0: From Consumers to Creators 
2.7.4. Risks of the Use of ICTs 
2.7.5. Digital Breach: A New Type of Exclusion 
2.7.6. Education in the Face of Digital Exclusion 
2.7.7. Bibliographical References 

2.8. The Inclusion of ICT in Diverse Schools 

2.8.1. School Inclusion and Digital Inclusion 
2.8.2. Digital Inclusion in the School, Advantages and Requirements 
2.8.3. Changes in the Conception of the Education Process 
2.8.4. Transformations of the Roles of Teachers and Students 
2.8.5. ICT as an Element of Attention to Diversity 
2.8.6. Use of ICT for Students with Special Educational Needs 
2.8.7. Bibliographical References

2.9. Active Methodologies for Learning With ICT 

2.9.1. Introduction and Objectives 
2.9.2. ICT and the New Educational Paradigm: Personalized Education 
2.9.3. Active Methodologies for Effective Learning With ICT 
2.9.4. Learning Through Research 
2.9.5. Collaborative and Cooperative Learning 
2.9.6. Problem-Based and Project-Based Learning 
2.9.7. Flipped Classroom 
2.9.8. Strategies for Choosing the Right ICT for Each Methodology: Multiple Intelligences and Learning Landscapes 
2.9.9. Bibliographical References 

2.10. Collaborative Learning and Flipped Classroom 

2.10.1. Introduction and Objectives 
2.10.2. Definition of Collaborative Learning 
2.10.3. Differences with Cooperative Learning 
2.10.4. Tools for Cooperative and Collaborative Learning: Padlet 
2.10.5. Definition of Flipped Classroom 
2.10.6. Teaching Actions for Programming the Flipped Classroom 
2.10.7. Digital Tools for Creating Your Flipped Class 
2.10.8. Flipped Classroom Experiences 
2.10.9. Bibliographical References  

A unique specializacion program that will allow you to acquire advanced training in this field"