If you want to help students overcome their learning difficulties, don’t hesitate any longer and specialize with us”

Diversity is understood as the differences that students present in academic learning, differences in terms of aptitudes, interests, motivations, abilities, maturation rates, learning styles, previous experiences and knowledge, social and cultural environments, etc. These aspects make up student typologies and profiles that should largely determine educational planning and action.

The vision proposed by the emerging psychological paradigm is inclusive and based on a biopsychosocial model that contemplates attention to diversity with a comprehensive approach aimed at the entire community. Psychologists, especially child psychologists, as well as related professions in the educational and socio-health fields, need to know how to recognize this type of student and identify their needs and have the knowledge and tools to intervene at a personal, socio-familial and, above all, educational level.

This program responds to a demand for continuous professional development in this area and is aimed primarily at child psychologists. With this Postgraduate diploma, psychologists will acquire skills to manage learning difficulties and diversity in the educational context, adapting attention to diversity plans and educational projects for use in centers.

It takes into account that social demands are greater and more numerous on educational systems globally, with a call for democracy, equality and equity for children; without segregation or discrimination due to differences and capable of accommodating everyone within the framework of diversity awareness.

This program was developed by an academic committee made up of specialists with experience in the clinical, educational and social fields. These professionals apply their expertise to support the professional development needs of Psychologist working in interdisciplinary and multidisciplinary teams, school management structures and specialized care. In this sense, they carried out a whole process of research and integration of criteria based on the objectives set for the academic program.

This 100% online program is the perfect opportunity to learn about the new techniques for Intervention in Learning Difficulties”

This Postgraduate diploma in Intervention in Learning Difficulties contains the most complete and up-to-date program on the market. The most important features include:

• The development of practical cases presented by experts in Intervention in Learning Difficulties
• 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
• Latest innovations in Intervention in Learning Difficulties
• Its practical exercises where to perform the self-assessment process to improve learning
• The interactive learning system based on algorithms for making decisions on the situations posed
• 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

We offer you the opportunity to train with a multitude of practical cases that will help you to specialize in Intervention in Learning Difficulties”

Its teaching staff includes , a professionals from the field of vaccines in nursing, who bring the experience of their work to this training as well as recognised specialists from leading scientific societies.

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 program designed 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. To do so, the Psychologist will be assisted by an innovative interactive video system created by renowned and experienced experts in Intervention for Learning Difficulties.

Our multimedia content will make it easier for you to access the information. You will be able to update your knowledge in an easy and practical way from any device with an internet connection"

You can organize the sessions at your own study pace, choosing your own schedule and combining it with the rest of your daily commitments"

The syllabus for this program has been designed by a team of experts in Learning Difficulties and Attention to Diversity, who have collated all their knowledge to provide you the best academic option on the market with the most up-to-date and rigorous content available on this subject. All of this, with the objective of furthering students’ careers and turning them into first-rate professionals.

This Postgraduate diploma is the best program available, with the most up-to-date and rigorous content on the market”

Module 1. Theoretical and Methodological Fundamentals in Attention to Diversity and Learning Difficulties in Children

1.1. Introduction
1.2. Philosophical, Sociological, Psychological and Pedagogical Bases of Attention to Diversity and Learning Difficulties in Children

1.2.1. Basic Definitions  

1.2.1.1. Psychology and its Fundamentals 
1.2.1.2. Pedagogy and its Fundamentals 
1.2.1.3. Educational Process 
1.2.1.4. Teaching- Learning Process 

1.2.2. Contributions of Psychology to Pedagogy as a Science 

1.2.2.1. In the Theoretical Order 
1.2.2.2. In the Methodological Order 
1.2.2.3. In the Practical Order 

1.2.3. Influence of Educational Psychology on Learning Difficulties 

1.2.3.1. The Behavioral Perspective 
1.2.3.2. The Cognitive Perspective (Psychic Functions and Processes) 
1.2.3.3. Affective Perspective 

1.3. Psycho-Pedagogy as a Science Facing the Challenges of Diversity Education and the Care of Children with Learning Difficulties

1.3.1. Object of Study of Psychopedagogy 
1.3.2. Categorical System of Psychopedagogy 
1.3.3. Principles of Psychopedagogy 
1.3.4. Challenges of Psychopedagogy in the 21st Century 

1.4. Pscyhopedagogical Characterization of Children and Adolescents Who Attend the Different Levels of Education

1.4.1. Basic Definitions 

1.4.1.1. Personality and its Origins 

1.4.1.1.1. Biological Factor 
1.4.1.1.2. Innate Factor 
1.4.1.1.3. Hereditary Factor  
1.4.1.1.4. Genetic Factor 

1.4.1.2. Cognitive Development and its Theoretical-Practical Importance for Attention to LD 

1.4.1.2.1. Organic Aspect 
1.4.1.2.2. Maturing Aspect 
1.4.1.2.3. Functional Aspect 
1.4.1.2.4. Social Aspect 
1.4.1.2.5. Educational Aspect 

1.4.1.3. Learning 

1.4.1.3.1. Approach to its Conceptualization 
1.4.1.3.2. Necessary Conditions for Learning 

1.4.2. Psychopedagogical Characteristics of the Primary School Student   

1.4.2.1. 6-8 Years Old Child 

1.4.2.1.1. First Grade Child 
1.4.2.1.2. Second Grade Child 

1.4.2.2. 8-10 Years Old Child  

1.4.2.2.1. Third Grade Child 
1.4.2.2.2. Fourth Grade Child 

1.4.2.3. 10-12 Years Old Child  

1.4.2.3.1. Fifth Grade Child 
1.4.2.3.2. Sixth Grade Child 

1.5. Learning as an Individual and Social Process

1.5.1. Cognitive Strategies 
1.5.2. Learning Strategies 
1.5.3. Remembering Strategies 
1.5.4. Retention Strategies 
1.5.5. Evocation Strategies 
1.5.6. Problem Solving Strategies 

1.6. The Teaching-Learning Process in Primary School

1.6.1. Approach to its Definition

1.6.1.1. Teaching- Learning Process 
1.6.1.2. Developmental Teaching- Learning Process 

1.6.2. Characteristics of the Developmental Teaching- Learning Process 
1.6.3. Potentials of the Developmental Teaching-Learning Process 
1.6.4. Cooperation, the Necessary Condition in the Teaching-Learning Process 

1.6.4.1. Cooperative Learning  

1.6.4.1.1. Definition 
1.6.4.1.2. Types of Cooperative Groups 
1.6.4.1.3. The Characteristics of Cooperative Learning 

1.6.5. Forms of Participation in Cooperative Learning 

1.6.5.1. In the Classroom 
1.6.5.2. In Other Learning Spaces in the School 
1.6.5.3. In the Family 
1.6.5.4. In the Community 

1.6.6. Structure of a Cooperative Learning Class 

1.6.6.1. Moment of Initiation 
1.6.6.2. Moment of Development  
1.6.6.3. Moment of Closing 
1.6.7. Creation of Favorable Environments for Learning

Module 2. Management of Learning Difficulties Fundamentals

2.1. Introduction
2.2. Prevention of Learning Difficulties

2.2.1. Levels of Prevention
2.2.2. Risk Factors
2.2.3. Protective Factors

2.3. Psychopedagogical Intervention for LD

2.3.1. Definition
2.3.2. Principles
2.3.3. Models of Psychopedagogical Intervention 

2.4. Integral Educational Attention and Its Implications  

2.4.1. Conceptualization 
2.4.2. Strategic Planning 
2.4.3. Individualized Planning 
2.4.4. Integral Educational Planning 

2.5. Psychopedagogical Intervention vs. Integral Educational Attention 

2.5.1. Theoretical Positions that Support Them 
2.5.2. Comparative Analysis: Points of Convergence and Divergence
2.5.3. Relevance of Use in the Context of Diversity  

2.6. Theoretical Considerations on School Management  

2.6.1. Definitions and Principles of School Management 
2.6.2. Management of Educational Institutions or Care Centers 

2.6.2.1. Definition and Characteristics of the Management Process 
2.6.2.2. Implications of Interdisciplinary Work in School Management  
2.6.2.3. The Importance of the Articulation of the Family-School-Community Triad
2.6.2.4. Networking 

2.6.2.4.1. Intrasectorial Articulation 
2.6.2.4.2. Intersectorial Articulation 

2.6.3. The School Organization and its Impact on the Educational Process  

2.6.3.1. Definition 
2.6.3.2. Daily Routine for Students with LD 
2.6.3.3. The Teaching Timetable 
2.6.3.4. The Organization of the Teaching-Learning Process for Students with LD the Classroom, Learning Projects and Other Forms of Organization 

2.6.4. Teaching Activity as a Transcendental Element in the Teaching-Learning Process 

2.6.4.1. The Healthy and Pedagogical Organization of the Teaching Activity 
2.6.4.2. The Teaching Load, Intellectual Work Capacity and Fatigue
2.6.4.3. Conditions of the Physical Environment 
2.6.4.4. Conditions of the Psychological Environment 
2.6.4.5. Relationship of Organization of Teaching Activity With the Learning Motivation of Students with LD 

2.7. Attention to Diversity in the Framework of Educational Inclusion  

2.7.1. Conceptualization 
2.7.2. Theoretical-Methodological Fundamentals 

2.7.2.1. Recognition and Respect of Individual Differences  
2.7.2.2. Attention to Diversity as a Principle of Educational Inclusion 

2.7.3. Curricular Adaptations as a Path for the Attention to Diversity  

2.7.3.1. Definition 
2.7.3.2. Types of Curricular Adaptations 

2.7.3.2.1. Adaptations in the Methodology 
2.7.3.2.2. Adaptations in the Activities 
2.7.3.2.3. Adaptations in the Materials and the Time 
2.7.3.2.4. In the Functional Elements 

2.8. Activities for the Integration of Knowledge and its Practical Application 
2.9. Recommending Readings 
2.10. Bibliography  

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