Include in your skillset the broadest and most up-to-date knowledge in the educational care of pre-school students and take a leap forward in your professional competencies”

The teacher who works with such young children needs a complete set of knowledge that allows them to distinguish the different cognitive and learning styles, so that they can give appropriate responses to each one of them, differentiating very well which ones are and which are not.

This program will provide all the knowledge that the teacher who works in the first cycles of the students' schooling will need in the context of educational attention. In this sense, throughout this program, the professional will be able to include in their knowledge the new advances that have arisen in recent years.

All this conglomerate of knowledge will be presented through the virtual campus, which can be accessed 24 hours a day. In addition, it has high-impact audiovisual resources, complementary readings and practical exercises, based on the Relearning learning model.

In this sense, this Master's Degree becomes an opportunity for the educator who wants to learn about the latest and most recent aspects included in pedagogy. All this in a 100% online program that can be developed from any device with an Internet connection, without having to attend presential centers.

In this Master's Degree, teachers will find the necessary tools to boost their capacity to intervene in early learning difficulties”

This Master's Degree in Pre-School Education contains the most complete and up-to-date educational program on the market. The most important features include:

• The development of practical cases presented in simulated scenarios by experts in the field of study, where the student will evoke in an orderly manner the knowledge learned and demonstrate the acquisition of the 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 early childhood education teacher
• Practical exercises where the students undergo the self-assessment process to improve learning, as well as activities at different skill levels
• Special emphasis on innovative methodologies and teaching 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

We offer you the best teaching methodology with a multitude of practical cases so that you can develop your study as if you were facing real cases”

It includes in its teaching staff professionals belonging to the field of Pre-School Education, who bring to this preparation their work experience, as well as recognized specialists from reference societies and prestigious universities.

Its multimedia content, developed with the latest educational technology, will allow professionals to learn in a contextual and situated learning environment, i.e., a simulated environment that will provide immersive specialization for real situations.

The design of this program focuses on Problem-Based Learning, by means of which teachers must try to solve the different professional practice situations that are presented to them. To do so, they will have the help of an innovative interactive video system created by recognized experts in Pre-School Education, and with great experience.

Acquire and integrate into your teaching work the educational tools and strategies in relation to the educational needs in the pre-school classroom"

Immerse yourself in the study of this complete program and get ready to compete with the best"

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

A syllabus structured to offer you a complete and innovative professional growth process”

Module 1. Early Education

1.1. Early Care and Education Concepts

1.1.1. The Shift from Early Stimulation to Early Care
1.1.2. Definition of Early Care
1.1.3. Fundamentals of Early Childhood Care
1.1.4. Objectives, Principles and Levels of Early Care
1.1.5. Levels of Early Care Prevention
1.1.6. Early Care Support Service
1.1.7. Family-Centered Early Care

1.2. Basis of Motor Development

1.2.1. Psychomotor Development and Perfection of Movements
1.2.2. Concepts of Development, Maturation, Growth and Learning
1.2.3. Motor Development: Beginnings and Basic Patterns

1.3. Basis of Cognitive Development

1.3.1. Neurological Bases of Cognitive Development
1.3.2. Psychological Bases of Cognitive Development
1.3.3. Cognitive Development from 0 to 2 Years
1.3.4. Cognitive Development from 3 to 6 Years Old

1.4. Social-Emotional Development in Early Childhood Care

1.4.1. Socio-Emotional Development
1.4.2. Emotional Regulation
1.4.3. Attachment
1.4.4. The Family as a Principle of Affective-Emotional Development
1.4.5. The School, Children’s Needs and Emotional and Affective Well-Being
1.4.6. Development of Autonomy, Self-Concept and Self-Esteem
1.4.7. Moral Development and Values Education in the Early Stages

1.5. Diversity Programs

1.5.1. Diversity and Inclusion
1.5.2. The Classroom as a Space for Diversity
1.5.3. Adapted Methodologies for the Attention of Diversity
1.5.4. Play as a Means to Achieve Learning and Participation

1.6. Early Stimulation

1.6.1. Early Stimulation
1.6.2. Where Can Stimulation Be Carried Out?
1.6.3. Stimulation Duration and Materials

1.7. Principles for Structuring an Early Stimulation Program

1.7.1. Biological Basis of the Brain
1.7.2. The Processes of Brain Development and Developmental Milestones
1.7.3. Socio-Cultural Reality

1.8. Development Programs as a Formal Modality in the Educational Project

1.8.1. Fundamental Ideas
1.8.2. General Objectives
1.8.3. Concepts and Guidelines to Follow

1.9. Influences on Child Development

1.9.1. Factors Influencing Comprehensive Development in Childhood
1.9.2. The Role of the Family and its Relationships
1.9.3. The Role of the Environment

1.10. Psychomotor and Sound Stimulation

1.10.1. Movement and Psychomotor Skills in Early Stimulation
1.10.2. General Recommendations for Psychomotor Development
1.10.3. Sensory Periods and Early Stimulation
1.10.4. Areas of Activity

Module 2. Learning Difficulties I

2.1. Developmental Psychology

2.1.1. Physical or Motor Development
2.1.2. Cognitive Development
2.1.3. Language Development
2.1.4. Emotional Development

2.2. Learning Difficulties: Intrapsychological and Interpsychological Difficulties

2.2.1. Definition and Conceptualization of Learning Disabilities (DA)
2.2.2. Intrapsychological Learning Difficulties
2.2.3. Intrapsychological Learning Difficulties
2.2.4. Interactive Hypothesis

2.3. Special Educational Needs and Inclusive Education

2.3.1. The Inclusive School Movement Overcoming School Integration
2.3.2. Towards a School for Everyone

2.4. Learning Difficulties Related to Communication, Language, Speech and Voice Problems

2.4.1. Oral Linguistic Pathology: Problems in the Communicative, Language, Speech and Voice domains
2.4.2. Language Problems
2.4.3. Speech and Articulation Disorders

2.5. Learning Difficulties Related to Reading and Writing

2.5.1. Conceptualization of Dyslexia or Specific Reading Disorder
2.5.2. Features
2.5.3. Reading Pathways and Types of Dyslexia
2.5.4. Intervention Guidelines
2.5.5. Other Learning Difficulties Related to Reading and Writing

2.6. Learning Difficulties Related to Mathematics

2.6.1. Conceptualization of the Specific Learning Disorder with Difficulties in Mathematics
2.6.2. Etiology and Course
2.6.3. Types
2.6.4. Features
2.6.5. Classroom Intervention Guidelines

2.7. Intellectual Disability

2.7.1. Intellectual Disability Conceptualization
2.7.2. Detection of Intellectual Disability in the Classroom
2.7.3. Special Educational Needs of Children with Intellectual Disabilities
2.7.4. Classroom Intervention Guidelines

2.8. High Abilities in the Classroom: Keys to Their Identification and Educational Development

2.8.1. Is High Ability an Educational Problem?
2.8.2. The Concept: Can High Ability Be Defined?
2.8.3. Identification: Can the Most Able Learners be Identified?
2.8.4. The Intervention: What, How and When to Teach?

2.9. Learning Disabilities Related to Visual and Auditory Sensory Deficits

2.9.1. Visual Impairment
2.9.2. Developmental Characteristics of Children with Visual Impairment
2.9.3. Special Educational Needs of Children With Visual Impairment
2.9.4. Educational Intervention in the Classroom
2.9.5. Hearing Impairment
2.9.6. Detection of Hearing-Impaired Students in the Classroom
2.9.7. Special Educational Needs in Hearing Impaired Children
2.9.8. Classroom Intervention Guidelines

2.10. Motor Coordination Difficulties or Dyspraxias

2.10.1. Conceptualization of Motor Disability
2.10.2. Conceptualization of Motor Coordination Difficulties or Dyspraxias
2.10.3. Detection of Dyspraxias in the Classroom
2.10.4. Classroom Intervention Guidelines

2.11. Attention Deficit Hyperactivity Disorder (ADHD)

2.11.1. Conceptualization
2.11.2. Types and Characteristics
2.11.3. Associated Disorders
2.11.4. Conceptualization of Executive Functions and Their Impact on Performance and the Social Field
2.11.5. Detection of ADHD in The Classroom
2.11.6. Classroom Intervention Guidelines

2.12. The Assessment of Centers and the Educational Environment

2.12.1. Conceptualization and Characterization of Autism Spectrum Disorder (ASD)
2.12.2. Conceptualization and Characterization of Asperger Syndrome
2.12.3. Guidelines for Identifying Children with ASD or Asperger Syndrome in the Classroom
2.12.4. Intervention Guidelines

Module 3. Learning Difficulties II

3.1. Evolution from Special Education to Inclusive Education in Pre-School Education

3.1.1. Key Concepts from Special Education to Inclusive Education
3.1.2. Inclusive School Conditions
3.1.3. Promoting Inclusive Education in Pre-School Education

3.2. Characteristics and Needs in Early Childhood

3.2.1. Acquisition of Motor Skills
3.2.2. Acquisition of Psychological Development
3.2.3. Development of Subjectivation

3.3. The Role of Parents in Early Care

3.3.1. Parent Education
3.3.2. Non-Involvement of Parents
3.3.3. Fostering Parent-Child Relationships

3.4. Difficulties in Language Acquisition

3.4.1. Language Development from 0 to 4 Years Of Age
3.4.2. Difficulties in Language Acquisition
3.4.3. Educational Intervention in the Pre-School Classroom

3.5. Difficulties Associated with the Beginning of Reading and Writing

3.5.1. Dilemmas About Written Language
3.5.2. Learning Difficulties in Reading
3.5.3. Educational Intervention in the Pre-School Classroom

3.6. Autism Spectrum Disorder: Early Care

3.6.1. Child Cognitive Development and Warning Signs
3.6.2. Early Care Program in Autism Spectrum Disorder (ASD)

3.7. Affective Difficulties

3.7.1. Affective Bonding: Attachment and Detachment
3.7.2. Overprotection
3.7.3. Description of Emotional Difficulties
3.7.4. Promoting Self-Esteem and Self-Concept
3.7.5. Educational Interventions in the Pre-School Classroom

3.8. Intellectual Precocity and Abilities

3.8.1. General Criteria
3.8.2. Intellectual Precocity at Early Ages
3.8.3. High Abilities in Early Ages
3.8.4. Educational Interventions in the Pre-School Classroom

3.9. Relations with Families

3.9.1. General Criteria
3.9.2. Establishing Good Communication with Families
3.9.3. Description of the Development of the Interviews with Families

3.10. Working with the Pre-School Education Team

3.10.1. Key Concepts
3.10.2. A Team Around a Child
3.10.3. Strengths of Working Together

3.11. Observation or Assessment Methods in Pre-School Education

3.11.1. Key Concepts
3.11.2. Observations
3.11.3. Multidisciplinary Assessments

3.12. Psychomotor Skills in Pre-School Education

3.12.1. Key Concepts
3.12.2. Educational Factors of Psychomotor Skills
3.12.3. Psychomotor Practice in Pre-School Education Classrooms

3.13. Educational Resilience

3.13.1. Key Concepts of Resilience
3.13.2. Educational Resilience: Towards the Pathway to Successful Learning
3.13.3. Characteristics of Resilience-Promoting Schools

Module 4. Personalized Education. Anthropological, Philosophical, and Psychological Foundations

4.1. The Human Person

4.1.1. Introduction and Objectives
4.1.2. Educating Taking Into Account The Person
4.1.3. Person and Human Nature
4.1.4. Attributes or Radical Properties of the Person
4.1.5. Strategies to Favor the Unfolding of the Person’s Radical Attributes or Properties
4.1.6. The Human Person as a Dynamic System
4.1.7. The Person and the Meaning That They Can Give to their Life

4.2. Pedagogical Foundations of Personalized Education

4.2.1. Introduction and Objectives
4.2.2. The Educability of the Human Being as a Capacity for Integration and Growth
4.2.3. What is Personalized Education (And What Is Not)?
4.2.4. Purposes of Personalized Education
4.2.5. The Personal Teacher-Student Encounter
4.2.6. Protagonists and Mediators
4.2.7. The Principles of Personalized Education

4.3. Learning Situations in Personalized Education

4.3.1. Introduction and Objectives
4.3.2. The Personalized Vision of the Learning Process
4.3.3. Operational and Participative Methodologies: General Characteristics
4.3.4. Learning Situations and their Personalization
4.3.5. Materials and Resources Function
4.3.6. Evaluation as a Learning Situation
4.3.7. The Personalized Educational Style: its Five Manifestations
4.3.8. How to Promote the Five Manifestations of the Personalized Educational Style?

4.4. Motivation: A Key Aspect of Personalized Learning

4.4.1. Introduction and Objectives
4.4.2. Influence of Affectivity and Intelligence in the Learning Process
4.4.3. Definition and Types of Motivation
4.4.4. Motivation and Values
4.4.5. Strategies to Make the Learning Process More Attractive
4.4.6. The Playful Aspect of Schoolwork

4.5. Metacognitive Learning

4.5.1. Introduction and Objectives
4.5.2. What Should Students Be Taught in Personalized Education
4.5.3. What does “Metacognition” Mean and What Does “Metacognitive Learning” Mean?
4.5.4. Metacognitive Learning Strategies
4.5.5. Consequences of Learning in a Metacognitive Way
4.5.6. How to Assess Whether the Student Is Learning in a Meaningful Way?
4.5.7. Keys To Educate in Creativity

4.6. Personalizing the Organization of the School Center

4.6.1. Introduction and Objectives
4.6.2. Factors in the Organization of a School
4.6.3. The Personalized School Environment
4.6.4. The Students
4.6.5. The Teachers
4.6.6. The Families
4.6.7. The School as an Organization and as a Community
4.6.8. What Indicators Can We Use to Evaluate the Educational Personalization of a School Center

Module 5. Self-Knowledge and Personal Autonomy in Pre-School Education

5.1. The Development Environment

5.1.1. Definition of Self-Awareness, Self-Concept and Self-Esteem
5.1.2. The First Context of Development: The Family Environment
5.1.3. The Age for Breastfeeding
5.1.4. The Role of Parents in Child Development

5.2. The Origins of Competition

5.2.1. Introduction
5.2.2. Individual Differences at Birth
5.2.3. Cognitive Development
5.2.4. Communication
5.2.5. Motivation

5.3. Development of the Sense of Self: Background

5.3.1. Introduction
5.3.2. Freudian Theory of Development
5.3.3. Some Key Psychoanalytic Theories in Development
5.3.4. Theoretical Models of Cognitive Development
5.3.5. The Computational Approach or Cognitive Psychology
5.3.6. The Systemic Approach to Development
5.3.7. Early Emotional Development

5.4. The Importance of Others

5.4.1. Introduction
5.4.2. Link
5.4.3. Fear of Strangers
5.4.4. Response to the Absence of Family Figures

5.5. Self-Concept: Current Situation and Teaching Role

5.5.1. Conceptual Delimitation and Components of Self-Concept
5.5.2. Stages of Self-Concept Development
5.5.3. Self-Concept: Hierarchical-multidimensional Model
5.5.4. Self-Concept: Academic and Non-Academic Dimensions
5.5.5. The Teacher’s Role in Self-Concept

5.6. The Origins of Autonomy

5.6.1. Introduction
5.6.2. The Separation-Individuation Process
5.6.3. Separation Resistance
5.6.4. Non-Autonomous Operation

5.7. Autonomy and Learning

5.7.1. Introduction
5.7.2. Learning How to Face Reality
5.7.3. The Role of Play in Learning to Confront Reality

5.8. The Child in the Family: Influences on Learning

5.8.1. Introduction
5.8.2. Relationship with Parents
5.8.3. Relationship with Siblings

5.9. Development of Self-Awareness and Autonomy in the Pre-School Classroom

5.9.1. Introduction
5.9.2. Learning How to Learn
5.9.3. Practical Resources for Self-Awareness Education
5.9.4. Guidelines for Autonomy Education in the Classroom
5.9.5. Final Conclusions

5.10. Assessment of Self-Concept and Self-Esteem in the Pre-School Classroom

5.10.1. Introduction
5.10.2. First Considerations on the Assessment of Self-Concept and Self-Esteem
5.10.3. Assessment of Self-Concept and Self-Esteem in the Classroom
5.10.4. Warning Signs to Detect Possible Problems of Self-Concept and Self-Esteem in Children

Module 6. Equality and Diversity in the Classroom

6.1. Basic Concepts of Equality and Diversity

6.1.1. Equality, Diversity, Difference, Justice and Fairness
6.1.2. Diversity as Something Positive and Essential to Life
6.1.3. Relativism and Ethnocentrism
6.1.4. Human Dignity and Human Rights
6.1.5. Theoretical Perspectives on Diversity in the Classroom
6.1.6. Bibliographical References

6.2. Evolution from Special Education to Inclusive Education in Pre-School Education

6.2.1. Key Concepts from Special Education to Inclusive Education
6.2.2. Inclusive School Conditions
6.2.3. Promoting Inclusive Education in Pre-School Education

6.3. Characteristics and Needs in Early Childhood

6.3.1. Acquisition of Motor Skills
6.3.2. Acquisition of Psychological Development
6.3.3. Development of Subjectivation

6.4. Exclusion in Schools

6.4.1. The Hidden Syllabus
6.4.2. Intolerance and Xenophobia
6.4.3. How to Detect Bullying in the Classroom
6.4.4. Bibliographical References

6.5. Main Factors of School Failure

6.5.1. Stereotypes and Prejudices
6.5.2. Self-Fulfilling Prophecies, the Pygmalion Effect
6.5.3. Other Factors Influencing School Failure
6.5.4. Bibliographical References

6.6.  Inclusive and Intercultural School

6.6.1. The School as an Open Entity
6.6.2. Dialogue
6.6.3. Intercultural Education and Attention to Diversity
6.6.4. What Is Intercultural Schooling?
6.6.5. Problems in the School Environment
6.6.6. Performance
6.6.7. Proposals on Interculturality to Work in the Classroom
6.6.8. Bibliographical References

6.7. Digital Exclusion in the Digital Information Society

6.7.1. Transformations in the Digital Information Society
6.7.2. Access to Information
6.7.3. Web 2.0: from Consumers to Creators
6.7.4. Risks Associated with the Use of ICT
6.7.5. The Digital Divide: A New Type of Exclusion
6.7.6. Education in the Face of Digital Exclusion
6.7.7. Bibliographical References

6.8. The Inclusion of ICT in the Diverse School

6.8.1. School Inclusion and Digital Inclusion
6.8.2. Digital Inclusion at School, Advantages and Requirements
6.8.3. Changes in the Conception of the Educational Process
6.8.4. Transformations in Teacher and Student Roles
6.8.5. ICT as an Element of Attention to Diversity
6.8.6. The Use of ICT for Students with Educational Developmental Support Needs
6.8.7. Bibliographical References

6.9. Active Learning Methodologies with ICT

6.9.1. Introduction and Objectives
6.9.2. ICT and the New Educational Paradigm: Personalization of Learning
6.9.3. Active Methodologies for Effective ICT Learning
6.9.4. Learning by Research
6.9.5. Collaborative and Cooperative Learning
6.9.6. Problem- and Project-Based Learning
6.9.7. Flipped Classroom
6.9.8. Strategies for Choosing the Right ICT for Each Methodology: Multiple Intelligences and Learning Landscapes
6.9.9. Bibliographical References

6.10. Collaborative Learning and Flipped Classroom

6.10.1. Introduction and Objectives
6.10.2. Definition of Collaborative Learning
6.10.3. Differences with Cooperative Learning
6.10.4. Tools for Cooperative and Collaborative Learning: Padlet
6.10.5. Definition of Flipped Classroom
6.10.6. Teaching Actions for Flipped Programming
6.10.7. Digital Tools to Create your Flipped Classroom
6.10.8. Reversed Classroom Experiences
6.10.9. Bibliographical References

Module 7. History, Current Situation and Future Outlook of Special Education

7.1. Background and Early Experiences of Special Education

7.1.1. Historical Contextual Framework of Special Education
7.1.2. First Educational Experiences with People with Hearing Impairment
7.1.3. First Educational Experiences with Persons with Visual Impairment
7.1.4. First Educational Experiences with Persons with Mental Impairment

7.2. The Era of Institutionalization: The Transition from Medical to Pedagogical Care

7.2.1. The Era of Institutions
7.2.2. From Medical Care to Psycho-Pedagogical Care

7.3. The Era of Normalization and Consequent Social and School Integration

7.3.1. Ideology of Normalization
7.3.2. Principle of Educational Integration
7.3.3. Warnock Report (1978)
7.3.4. Characteristics of the NNE concept

7.4. Special Education in Conventional Centers

7.4.1. Special Needs Education and Conventional Centers
7.4.2. Organization and Structure of the Conventional Center

7.5. Special Education in Specific Centers

7.5.1. Historical Framework of the Specific Centers
7.5.2. Organization and Structure of the Specific Center

7.6. Collaboration Between Conventional and Specific Services

7.6.1. Resources Internal and External to the School
7.6.2. Collaboration Between Conventional and Specific Services
7.6.3. Educational Guidance Teams

7.7. Students with Special Educational Needs

7.7.1. Students with Special Educational Needs
7.7.2. Sensory Disabilities
7.7.3. Psychic Disabilities
7.7.4. Motor Impairment
7.7.5. Intellectual Giftedness
7.7.6. Language Disorders

7.8. School and Social Inclusion

7.8.1. The Transition from Integration to Inclusion
7.8.2. Critical Reflection of the Current Outlook
7.8.3. New Realities
7.8.4. New Paradigms

7.9. Family Involvement in Inclusive Education

7.9.1. Family Roles
7.9.2. Roles of The School
7.9.3. Family-School Alliance

Module 8. Behaviour and Learning Difficulties

8.1. Introduction to Conduct Disorders in Childhood

8.1.1. Introduction and Objectives
8.1.2. DSM-5 and ICD-11 Classifications
8.1.3. Characteristics and Factors of Conduct Disorders
8.1.4. Bibliographical References

8.2. Attention Deficit and/or Hyperactivity Disorder (ADHD)

8.2.1. Introduction and Objectives
8.2.2. ADHD: Definition, Prevalence and Diagnostic Criteria
8.2.3. Treatment and Intervention in the Classroom
8.2.4. Bibliographical References

8.3. Oppositional Defiant Disorder

8.3.1. Introduction and Objectives
8.3.2. Introduction to Oppositional Defiant Disorder
8.3.3. Risk and Prevention Factors
8.3.4. Educational Intervention for Oppositional Defiant Disorder
8.3.5. Bibliographical References

8.4. Behavioral Alternatives in Autism Spectrum Disorder

8.4.1. Introduction and Objectives
8.4.2. Levels of Severity and Diagnostic Criteria
8.4.3. Behavioral Patterns in Autism Spectrum Disorders
8.4.4. Parent Training
8.4.5. Bibliographical References

8.5. Mood Disorders in Childhood

8.5.1. Introduction and Objectives
8.5.2. Childhood Anxiety
8.5.3. Childhood Depression
8.5.4. Child Abuse
8.5.5. Treatment and Intervention in Emotional Disorders
8.5.6. Bibliographical References

8.6. Behavioral Disturbances in Excretory Disorders

8.6.1. Introduction and Objectives
8.6.2. Disorders: Enuresis and Encopresis
8.6.3. Behavioral Guidelines in Cases of Enuresis
8.6.4. Behavioral Guidelines in Cases of Encopresis
8.6.5. Bibliographical References

8.7. Eating and Food Ingestion Disorders

8.7.1. Introduction and Objectives
8.7.2. Pica Disorder
8.7.3. Rumination Disorder
8.7.4. Intervention for Parents and Educators
8.7.5. Bibliographical References

8.8. Sleep-Wakefulness Disorder

8.8.1. Introduction and Objectives
8.8.2. Insomnia
8.8.3. Nightmare Disorder
8.8.4. Didactic Interventions for Sleep and Wakefulness Disorders
8.8.5. Bibliographical References

8.9. Techniques for Contingency Management and Behavior Modification in the Classroom

8.9.1. Introduction and Objectives
8.9.2. Procedures to Increase Behavior
8.9.3. Token Economy
8.9.4. Self-Instructional Education
8.9.5. Bibliographical References

8.10. The Teacher

8.10.1. The Center
8.10.2. The Qualified Teacher
8.10.3. The Creativity and Value of the Teacher

Module 9. Education of Children with Disabilities or Developmental Difficulties

9.1. The School Facing the Education of a Child with Personal Educational Needs: Attention to Diversity

9.1.1. From the School of Segregation to the Comprehensive and Inclusive School
9.1.2. Educational Response to Diversity in a Comprehensive School of Pre-School and Primary Education
9.1.3. Diversity Care Plan

9.2. The Family in the Education of a Child with Personal Educational Needs

9.2.1. The Family System: Functions, Beliefs and Educational Styles
9.2.2. Conceptions, Needs and Family Orientation
9.2.3. Reaction to the Arrival at Home of a Child with a Disability
9.2.4. Family Attitudes Towards Disability
9.2.5. Inter- and Intra-Family Relationships
9.2.6. Shared Work Between Family and School
9.2.7. How to Optimize the Relationship between Family and School

9.3. Education of Children with Sensory Disabilities (Visual, Hearing and Deafblindness)

9.3.1. Education of Children with Visual Impairment
9.3.2. Education of Children with Hearing Impairment
9.3.3. Education of Children with Deafblindness

9.4. Education of Children with Physical and Organizational Disabilities

9.4.1. Definition of Physical and Organizational Disability
9.4.2. Spina Bifida
9.4.3. Spinal Cord Injury
9.4.4. Physical Disability due to Disease
9.4.5. Special Educational Needs in Children with Physical Disabilities
9.4.6. Educational Response to Special Educational Needs in Children with Physical Disabilities

9.5. Education of Children with Motor Disabilities (Cerebral Palsy)

9.5.1. Basic Notions of Their Psychological Development
9.5.2. Personal Educational Needs: Personal, Material and Methodological Resources
9.5.3. Educational Response to Personal Educational Needs

9.6. Education of Children with Mental Disabilities

9.6.1. Definition of Mental Disability
9.6.2. Autism Spectrum Disorders
9.6.3. Mood and Anxiety Disorders
9.6.4. Special Educational Needs and Educational Response with Psychiatric Disabilities

9.7. Education of Children with Intellectual Disabilities

9.7.1. Basic Notions of Their Psychological Development
9.7.2. Personal Educational Needs: Personal, Material and Methodological Resources
9.7.3. Educational Response to Personal Educational Needs

9.8. The Education of a Child with a Developmental Disorder of Social Origin (Child Maltreatment)

9.8.1. Some Basic Notions of Psychological Development
9.8.2. Personal Educational Needs: Personal Resources, Materials, and Basic Orientations
9.8.3. Educational Response to Personal Educational Needs

9.9. Education of Children with Neurological Impairment (Dysjective Syndrome)

9.9.1. Dysexecutive Syndrome
9.9.2. Basic Notions of Psychological Development and the Central Nervous System
9.9.3. Personal Educational Needs
9.9.4. Educational Response to Personal Educational Needs

9.10. Financing of Special Education

9.10.2. Models and Systems of Special Education Financing in Europe
9.10.3. Complementary Financing to that of the Educational Administration

Module 10. Education of High-Capacity Children

10.1. Intelligence and Its Meaning

10.1.1. Historical Review of the Concept of Intelligence
10.1.2. Historical Review: Galton and Measurement
10.1.3. Binet and Mental Age
10.1.4. The Transition from IQ to G-factor
10.1.5. Factor Models
10.1.6. New Proposals of Multiple Intelligences

10.2. High-Capacity Students

10.2.1. Definition of High-Capacity Students
10.2.2. The Renzulli Three-Ring Model
10.2.3. Sternberg and His Typology of Giftedness
10.2.4. Socio-Cultural Models
10.2.5. The Global Model of Giftedness

10.3. Characteristics of High-Capacity Students

10.3.1. Basic Differential Characteristics
10.3.2. Specific Characteristics
10.3.3. Peculiarities of Development: Desynchrony

10.4. Talented Students

10.4.1. Definition of Talented Students
10.4.2. Castelló and the Three Types of Talent
10.4.3. Multiple Intelligences and Talented Students

10.5. Identification of High-Capacity Individuals

10.5.1. Identification: First Approach
10.5.2. Identification Problems
10.5.3. Identification Assumptions

10.6. Educational Intervention with High-Capacity Individuals

10.6.1. Diversity: A Basic Premise
10.6.2. Educational Action Steps
10.6.3. Areas of Intervention
10.6.4. Intervention Strategies (I): Acceleration
10.6.5. Intervention Strategies (II): Grouping
10.6.6. Intervention Strategies (III): Enrichment
10.6.7. Other Educational Strategies
10.6.8. Specific Strategies for Talented Students
10.6.9. Star Program: An Example of Integration

10.7. Proposal for Enrichment and Development of Creativity

10.7.1. Enrichment: The Strategy
10.7.2. Triadic Enrichment Model
10.7.3. Enrichment of the Structure-Context of Learning
10.7.4. Types of Curricular Adaptations
10.7.5. Extracurricular Enrichment
10.7.6. Creativity

10.8. New Technologies and New Developmental Possibilities for the High-Capacity Learner

10.8.1. New Technologies ICT
10.8.2. Video Games
10.8.3. Role-Playing Board Games
10.8.4. Gestalt and Art

10.9. International Prospective on High-Capacity Education

10.9.1. Five Countries, Three Continents Faced with Giftedness
10.9.2. Opportunity and Background of High-Capacity Women
10.9.3. The Need for Care of High-Capacity Girls
10.9.4. Education and the Structural Barriers Affecting High-Capacity Girls
10.9.5. Recommendations for High-Capacity Girls

10.10. The Family of High-Capacity Students

10.10.1. The Family and their Relationship with School
10.10.2. The Family
10.10.3. Family-School Relationship
10.10.4. Siblings and Partners: Relationships and Identification

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