This course has been developed on the basis of the latest research on special educational needs. With the intention that the techniques you acquire will be as effective as possible"

To help students with special educational needs, you must first understand their point of view. Determine what it is that prevents them from following classes and address it through the most effective techniques and strategies.

In this sense, this Diploma begins by defining the concept of exclusion in education. As well as the characteristics of the inclusive school and the attention to diversity. It also defines the levels to which the educational response should be directed depending on the origin of the problem.

Next, it goes deeper into special education. Detailing the features that have characterized the evolution of special education in Spain. Subsequently, we define the most common special needs, such as high abilities or ADHD.

Finally, some alternative educational systems such as coeducation or cooperative learning are discussed. It also provides certain formulas to achieve an optimal social climate in the classroom. Addressing some very common problems such as multiculturalism or economic differences.

All this, through a 100% online modality, without timetables and with the complete syllabus available from the first day. Thus favoring the organization and, consequently, the learning process.

Enroll and discover the role that the teacher should adopt according to the different types of SEN. It will undoubtedly help you generate an optimal classroom climate"

This Postgraduate certificate in Educational System as an Area of Social Exclusion for Psychologists 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 exclusion in the educational field
• 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

TECH proposes to review the evolution of the concept of special needs. It will help you to understand the current situation"

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, the students will be assisted by an innovative interactive video system created by renowned and experienced experts.

This program provides very useful resources that will allow the reincorporation of students with high abilities to the dynamics of the classroom"

Enroll and learn how to organize an appropriate educational response for students with SEN together with family members and other related agents"

The way in which this syllabus has been structured favors the assimilation of concepts. It begins by giving an overview of social exclusion and educational exclusion. Subsequently, it develops in depth the characteristics of students with SEN. Therefore, it is a complete program whose contents are fully and directly extrapolated to the performance of daily activities in schools.

The graduates of this Postgraduate certificate will obtain the necessary tools to offer a quality education to their students with SEN"

Module 1. The Educational System as an Area of Social Exclusion

1.1. Exclusion in Education

1.1.1. Conception of Current Education

1.1.1.1. Traditional Education
1.1.1.2. Evolution and problems. The European School
1.1.1.3. Other Educational Models

1.1.2. Educational Exclusion

1.1.2.1. Concept of Educational Exclusion
1.1.2.2. Justifications for Exclusion

1.2. Inclusive Schools and Attention to Diversity

1.2.1. The current school model (CO, AEE in CO, CEE and CAES)

1.2.1.1. Educational Inclusion
1.2.1.2. Attention to Diversity

1.2.2. Organization of the Educational Response

1.2.2.1. At the Educational System level
1.2.2.2. At Center Level
1.2.2.3. At Classroom Level
1.2.2.4. At Student Level

1.3. Special Educational Needs (SEN) Students

1.3.1. Evolution of EE in the Last Decades

1.3.1.1. The Institutionalization of Special Education (Medical Model)
1.3.1.2. Clinical Model
1.3.1.3. Standardization of Services
1.3.1.4. Pedagogical Model
1.3.1.5. Particular Features that Have Characterized the Evolution of Special Education

1.3.2. Definition of Children with SEN

1.3.2.1. At the Educational Level
1.3.2.2. At Social Level

1.3.3. Students with SEN in the Educational Environment

1.3.3.1. Specific Learning Difficulties
1.3.3.2. ADHD
1.3.3.3. High Intellectual Potential
1.3.3.4. Late Incorporation into the Educational System
1.3.3.5. Personal or School History Conditions
1.3.3.6. Students with SEN

1.3.4. Organization of the Educational Response for this Student Body
1.3.5. Main SEN by Areas of Development of the Students with Special Education Needs

1.4. Students with High Abilities

1.4.1. Models Definition
1.4.2. Precocity, talent and giftedness
1.4.3. Identification and SEN
1.4.4. Educational Response

1.4.4 1. Acceleration
1.4.4 2. Grouping
1.4.4 3. Enrichment Programs
1.4.4 4. Ordinary Measures Center
1.4.4 5. Ordinary Measures Classroom
1.4.4 6. Extraordinary Measures

1.5. Inclusion and multiculturalism

1.5.1. Conceptualization
1.5.2. Strategies to Respond to Multi-culturality

1.5.2.1. Classroom Strategies
1.5.2.2. Internal and External Classroom Support
1.5.2.3. Adequacy to the Curriculum
1.5.2.4. Organizational Aspects
1.5.2.5. Center-Environment Cooperation
1.5.2.6. Collaboration from the Institution

1.6. Cooperative Learning

1.6.1. Theoretical Basis/Approaches

1.6.1.1. Socio-Cognitive Conflict
1.6.1.2. Conceptual Controversies
1.6.1.3. Help Between Schoolchildren
1.6.1.4. Interaction and Cognitive Processes

1.6.2. Cooperative Learning

1.6.2.1. Concept
1.6.2.2. Features
1.6.2.3. Components
1.6.2.4. Advantages

1.6.3. Training of the Teaching Staff
1.6.4. Cooperative Learning Techniques

1.6.4.1. Jigsaw Technique
1.6.4.2. Team Learning
1.6.4.3. Learning Together
1.6.4.4. Group Research
1.6.4.5. Co-op
1.6.4.6. Guided or Structured Cooperation

1.7. Coeducation

1.7.1. What is Meant by Coeducation?

1.7.1.1. Homophobia
1.7.1.2. Transphobia
1.7.1.3. Gender-Based Violence
1.7.1.4. How to work on equality in the classroom (prevention from the classroom)

1.8. The Social Climate in the Classroom

1.8.1. Definition
1.8.2. Influencing Factors

1.8.2.1. Social Factors
1.8.2.2. Economic factors
1.8.2.3. Demographic Factors

1.8.3. Key Agents

1.8.3.1. The Role of the Teacher
1.8.3.2. The Role of the Student
1.8.3.3. The Importance of Families

1.8.4. Assessment
1.8.5. Intervention Programs

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