Psychologists are often responsible for introducing equality perspectives in educational centers. Enroll in TECH and delve into the most effective techniques"

When a child is discriminated against because of their physique, sexual orientation, race, etc., at school, procedures must be put in place to tackle the problem at its root, since there is a risk that the problem will get worse. For this purpose, there are different procedures and techniques that have been described in this program by prestigious professionals.

As an introduction, the syllabus begins by defining the concepts of inclusive education, multilevel teaching, cooperative learning and social inclusion. As well as the application of information technology and universal learning design to the inclusive school. With the intention of approaching the program from a current and innovative perspective.

Next, the preparation of teachers to apply perspectives of inclusivity is explored. To this end, a contextualization of the inclusive school and the models and theories that teachers should use, as well as the competencies and emotional intelligence they should possess, will be made. This will allow extrapolating the knowledge acquired directly in the classroom.

Finally, we will work on the role played by the family in generating inclusive environments. Influencing different types of actions depending on the family model and the importance of family participation in school spaces.

On the other hand, these contents will be taught in an online modality, without timetables and with all the syllabus available from the first moment. Thus favoring the work and personal conciliation and, consequently, the assimilation of learning.

By studying this Postgraduate diploma you will have access to the most recent models of inclusive education. Practicing, in addition, with the criteria for its design"

This Postgraduate diploma in Social Inclusion and Inclusive Education contains the most complete and up-to-date program on the market. The most important features include:

• The development of case studies presented by experts in Social Inclusion and inclusive education
• 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 self-assessment can be used 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

Reinventing the way you teach can be complicated. For this reason, we have designed a syllabus that goes from the general to the concrete and from the simple to the complex"

The program’s teaching staff includes professionals from the field who contribute their work experience to this educational 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 immersive education programmed to learn in 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, it will be assisted by an innovative system of interactive videos made by renowned experts.

TECH teachers will help you develop strategies that will allow you to achieve the objectives of inclusive education today"

Enroll and delve into the possibilities of information technologies to generate an environment of integration and inclusion in the classroom"

The structure of this Postgraduate diploma goes from the general to the concrete, trying to provide the most organic learning possible. It begins with a general review of the concepts of Social Inclusion and Inclusive Education. Subsequently, we will delve into the most accepted theories and models at present. As well as the most appropriate methods to internalize and transmit this knowledge. Finally, the importance of the family in generating inclusive environments will be explained. All this, through the Relearning methodology proposed by TECH, which favors learning through the repetition of concepts throughout the syllabus.

TECH has endeavored to develop an extensive and comprehensive program to include every last consideration regarding Social Inclusion and Inclusive Education"

Module 1. Social Inclusion and Inclusive Education

1.1. Concept of Inclusive Education and its Key Elements

1.1.1. Conceptual Approach
1.1.2. Difference Between Integration and Inclusion

1.1.2.1. Integration Concept
1.1.2.2. Inclusion Concept
1.1.2.3. Difference Between Integration and Inclusion

1.1.3. Key Elements of Educational Inclusion

1.1.3.1. Key Strategic Aspects

1.1.4. The Inclusive School and the Education System

1.1.4.1. The Challenges of the Education System

1.2. Inclusive Education and Attention to Diversity

1.2.1. Concept of Attention to Diversity

1.2.1.1. Types of Diversity

1.2.2. Diversity and Educational Inclusion Measures

1.2.2.1. Methodological guidelines

1.3. Multilevel Teaching and Cooperative Learning

1.3.1. Key Concepts

1.3.1.1. Multilevel Teaching
1.3.1.2. Cooperative Learning

1.3.2. Cooperative Teams

1.3.2.1. Conceptualization of Cooperative Teams
1.3.2.2. Functions and Principles
1.3.2.3. Essential Elements and Advantages

1.3.3. Benefits of Multilevel Teaching and Cooperative Learning

1.3.3.1. Benefits of Multilevel Teaching
1.3.3.2. Benefits of Cooperative Learning

1.3.4. Barriers to the Implementation of Inclusive Schools

1.3.4.1. Political Barriers
1.3.4.2. Cultural Barriers
1.3.4.3. Didactic Barriers
1.3.4.4. Strategies to Overcome Barriers

1.4. Social Inclusion

1.4.1. Inclusion and Social Integration

1.4.1.1. Definition of Integration and Elements
1.4.1.2. Concept of Social Inclusion
1.4.1.3. Inclusion vs. Integration

1.4.2. Inclusion in Education

1.4.2.1. Social Inclusion at School

1.5. Inclusive School Assessment

1.5.1. Assessment Parameters

1.6. ICT and UDL in Inclusive Schools

1.6.1. Traditional Teaching Methods
1.6.2. ICT

1.6.2.1. Concept and Definition of ICT
1.6.2.2. Characteristics of ICT
1.6.2.3. Telematics Applications and Resources
1.6.2.4. ICT in the Inclusive School

1.6.3. Universal Design for Learning

1.6.3.1. What is DUA?
1.6.3.2. UDL Principles
1.6.3.3. The Application of the UDL to the Curriculum
1.6.3.4. Digital Resources and UDL

1.6.4. Digital Media to Individualize Classroom Learning

Module 2. Teacher preparation for Inclusive Schools

2.1. Historical and Teacher Education Evolution

2.1.1. The Old Paradigm: "Normal Schools"

2.1.1.1. What is meant by normal schools?
2.1.1.2. Main Characteristics of Normal Schools
2.1.1.3. The Moyano Law

2.1.2. Teacher Training in the XX Century

2.1.2.1. Teacher Training at the Beginning of the Century
2.1.2.2. Teacher Training in 1914
2.1.2.3. Education in the Second Spanish Republic
2.1.2.4. Teacher Training During Franco's Dictatorship
2.1.2.5. The General Education Law of 1970
2.1.2.6. The Democratic Period LOGSE

2.1.3. Teacher Training in the XXI Century

2.1.3.1. Main Aspects of Teacher Training
2.1.3.2. New Challenges in Education

2.1.4. Legal Framework

2.1.4.1. International Regulations

2.2. Contextualization of the Inclusive School

2.2.1. Main Features

2.2.1.1. Basic Principles
2.2.1.2. Objectives of Today's Inclusive School

2.3. Teacher Training for Inclusive Education

2.3.1. Previous Aspects to Consider

2.3.1.1. Basis and Purpose
2.3.1.2. Essential Elements of the Initial Training

2.3.2. Main Theories and Models
2.3.3. Criteria for the Design and Development of Teacher Education
2.3.4. Continuing education
2.3.5. Profile of the Teaching Professional
2.3.6. Teaching Skills in Inclusive Education

2.3.6.1. The Support Teacher Functions
2.3.6.2. Emotional Skills

2.4. Emotional Intelligence of Teachers

2.4.1. Emotional Intelligence Concept

2.4.1.1. Daniel Goleman's Theory
2.4.1.2. The Four Phase Model
2.4.1.3. Emotional Competencies Model
2.4.1.4. Emotional and Social Intelligence Model
2.4.1.5. Theory of Multiple Intelligences

2.4.2. Basic Aspects of Teachers' Emotional Intelligence

2.4.2.1. Emotions
2.4.2.2. Self-esteem
2.4.2.3. Self-Efficacy
2.4.2.4. The Development of Emotional Skills

2.4.3. Teacher Self-Care

2.4.3.1. Strategies to Self-Care

2.5. External Elements: Administrations, Resources and Family
2.6. Quality of Inclusive Education

2.6.1. Inclusion and Quality

2.6.1.1. Conceptualization of Quality
2.6.1.2. Dimensions in the Quality of Education
2.6.1.3. Quality Parameters in the Inclusive School

2.6.2. Successful Experiences

Module 3. The Role of the Family and the Community in Inclusive Schooling

3.1. The Diversity of Current Family Models

3.1.1. Definition of Family Concept
3.1.2. Evolution of Family Concept

3.1.2.1. The Family in the 21st Century

3.1.3. Family Models

3.1.3.1. Types of Family Models
3.1.3.2. Educational Styles in Family Models

3.1.4. Educational Attention to the Different Family Models

3.2. Family Involvement in the School

3.2.1. The Family and the School as Developmental Environments
3.2.2. The Importance of Cooperation between Educational Agents

3.2.2.1. The Management Team
3.2.2.2. The Teaching Team
3.2.2.3. The Family

3.2.3. Types of Family Participation

3.2.3.1. Direct Participation
3.2.3.2. Indirect Participation
3.2.3.3. Non-Participation

3.2.4. Parent Schools
3.2.5. The Parent-Teacher Association (PTA)
3.2.6. Difficulties in Participation

3.2.6.1. Intrinsic Participation Difficulties
3.2.6.2. Extrinsic Participation Difficulties

3.2.7. How to improve Family Participation?

3.3. The Family and the School as Developmental Environments
3.4. Society and Inclusive School
3.5. Learning Communities

3.5.1. Conceptual Framework of Learning Communities
3.5.2. Characteristics of Learning Communities
3.5.3. Creation of a Learning Community

3.6. Creation of a Learning Community

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