Thanks to this Postgraduate diploma, you will learn about the basic processes of learning: memorization, attention and perception”

Cognitive development mainly involves memory, attention and perception. These are skills that can also deteriorate over time. For this reason, and given their importance in the development of children from a very early age, it is essential that schools have a psychologist. Reinforcing skills and attending to the origins of the disorders are some of the tasks that these specialists must carry out and which are key to the monitoring and rehabilitation of the cases. 

For this reason, TECH offers a complete and rigorous program aimed at graduates in Psychology who seek to specialize in the field of education and psychoeducational paradigms to optimize the care of people with AD. TECH makes it possible to study through a 100% online modality, which is supported by a teaching team versed in the field of psychology and education, to ensure the proper academic preparation of students. 

In addition, the Postgraduate diploma has a theoretical-practical approach, which will introduce students to the methods and strategies of constructivist, connectivist, emotional and experiential teaching, among others. In addition, this program is highly dynamic thanks to TECH's

Relearning methodology. A procedure that allows the professional to advance progressively, while reducing the long hours of study so frequent in other teaching methods. In addition, the downloadable content of the virtual classroom will be available to students, even after completion of the program.

A 100% online, flexible and rigorous program that is based on the extensive experience of its teachers in Psychology and Education to turn you into a multidisciplinary professional”

This Postgraduate diploma in Theories and Paradigms of Learning Difficulties 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 psychology and 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

Be part of the professionals who are at the forefront of teaching and support for learning difficulties”

The program’s teaching staff includes professionals from sector 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 during the academic year. For this purpose, the student will be assisted by an innovative interactive video system created by renowned and experienced experts. 

Gain insights into the best methods of public management with simulated public policy making and its risks"

Delve into cognitive development to learn how memory, perception and attention influence DA"

The curriculum of this Postgraduate diploma has been designed by a specialized teaching team whose main objective is to broaden and update students' knowledge of learning difficulties. Through a theoretical-practical approach, psychologists will delve into developmental disorders, macro theories and psychoeducational paradigms and cognitive development, among other issues. In addition, the Relearning system, based on the reiteration of content, will allow students to dispense with long hours of memorization and will enable them to assimilate the content in a progressive and easy way. 

Adapt your study pace to your circumstances and balance academic study with your personal and professional needs”

Module 1. Introduction to Learning Difficulties and Developmental Disorders

1.1. The Historical Evolution of Learning Difficulties

1.1.1. Historical Background and Emergence of the Concept of Learning Difficulties
1.1.2. Current Conceptualization and LD Considerations as a Diagnostic Category
1.1.3. Areas of Application and Fields of Psychological Intervention in LD Today

1.2. Concept of Learning Difficulties and Developmental Disorders, Definition and Classification

1.2.1. Learning Difficulty Concept and Definition as a Diagnostic Category
1.2.2. Developmental Disorder Concept and Definition of Major Disorders
1.2.3. The Relationship between Developmental Disorders and LD Classification

1.3. Basic Learning Processes and Distinctive Characteristics of LD Detection Principles

1.3.1. Introduction to the Basic Learning Processes: Memorization, Attention and Perception
1.3.2. Memory: Phases and Memory Types
1.3.3. Attention and Perception: Attention Types
1.3.4. Introduction to Detection and Distinguishing Characteristics of LDs

1.4. Developmental and School Characteristics and Milestones in Childhood and Adolescence in Relationship with LD

1.4.1. Childhood Developmental Milestones
1.4.2. Adolescent Developmental Milestones
1.4.3. School Skills to Achieve in Childhood and Adolescence
1.4.4. LD Detection Based on Milestone Detection or Unmet Competency

1.5. Dyslexia Concept and Characteristics

1.5.1. Dyslexia Definition
1.5.2. Dyslexia Main Characteristics
1.5.3. Dyslexia and Related Disorders
1.5.4. Research and Scientific Evidence on Dyslexia

1.6. Dysgraphia Concept and Characteristics

1.6.1. Dysgraphia Definition
1.6.2. Main Features of Dysgraphia
1.6.3. Dysgraphia and Related Disorders
1.6.4. Research and Scientific Evidence on Dysgraphia

1.7. Dysorthography: Concept and Characteristics

1.7.1. Definition of Dysorthography
1.7.2. Main Features of Dysorthography
1.7.3. Dysorthography and Related Disorders
1.7.4. Research and Scientific Evidence on Dysorthography

1.8. Math Learning Difficulty Concept

1.8.1. MD Definition
1.8.2. Main Features of Math Learning Difficulties (MD)
1.8.3. MD and Related Disorders
1.8.4. Research and Scientific Evidence on MD
1.8.5. Classroom Detection and Initial Actions
1.8.6. LD Prevention Programs in the Educational Setting

1.9. Introduction to Learning Difficulties in the Formal Education System

1.9.1. Guidance Teams in Educational Centers: Organization and Operation
1.9.2. Specialized EOEPS Guidance Teams. Organization and Operation
1.9.3. LD Attention According to Categorization: Available Resources from Educational Centers

Module 2. Psycho-Educational Macro Theories and Paradigms, Methods, Strategies and Resources

2.1. Historical Framework and Learning Theory Development

2.1.1. Learning Theory History and Evolution
2.1.2. First Approaches
2.1.3. Current Understanding of Learning Difficulties

2.2. Introduction to Learning Theories and Main Authors

2.2.1. Global Concepts of Learning and Types of Learning

 2.2.1.1. Discovery Learning
 2.2.1.2. Trial and Error Learning
 2.2.1.3. Innovative Learning
 2.2.1.4. Latent Learning
 2.2.1.5. Reader Learning
 2.2.1.6. Learning Maintenance
 2.2.1.7. Social Learning
 2.2.1.8. Vicarious Learning
 2.2.1.9. ContinuousVertical Learning
 2.2.1.10. Significant Learning

2.2.2. Main Authors

 2.2.2.1. Pavlov. Conditioned Learning
 2.2.2.2. Piaget. Cognitive Development Stages
 2.2.2.3. Brunner. Scaffolding Theory
 2.2.2.4. Ausubel. Significant Learning Theory
 2.2.2.5. Bandura. Social Learning Theory
 2.2.2.6. Gagné's Learning Theory

2.3. Behavioral Teaching Models

2.3.1. Pavlov and Watson's Classical Model
2.3.2. Skinner's Radical Model
2.3.3. Tolman's Intentional Model
2.3.4. Hull's Deductive Model

2.4. Cognitive Learning Models I

2.4.1. Brunner. Scaffolding Theory Discovery Learning
2.4.2. Ausubel. Significant Learning Theory. Expository Teaching Method
2.4.3. Gagné's Instructional Hierarchy Model

2.5. Cognitive Learning Models II

2.5.1. Introduction to the Sociocultural Approach to Learning
2.5.2. Relationship between Language and Mind
2.5.3. Vygotsky's Sociocultural Theory of Cognitive Development
2.5.4. Proximal Development Zone Concept
2.5.5. Information Processing Theory (Gestalt, Multichannel Learning)
2.5.6. Social Cognitive Perspective (Tolman, Bandura)

2.6. Constructivist Teaching Models

2.6.1. Piaget and Vygotsky
2.6.2. Other Constructivist Models (Social Environment, Thinking and Language, Action Theory)
2.6.3. Constructivist Instructional Design Theories

2.7. Connectivism Teaching Model

2.7.1. Connectivism Principles
2.7.2. Learning Network
2.7.3. Pedagogical Proposals
2.7.4. Instructional Design According to Connectivism

2.8. Emotional Learning and Personalized Teaching (Cognitive-Emotional and Humanistic Approaches)

2.8.1. Historical Review and Relevant Authors
2.8.2. Emotional Intelligence and its Impact on Learning
2.8.3. Personalized and Customized Education
2.8.4. Personalized Education: Techniques and Resources
2.8.5. Personalized Education and ICT Challenges

2.9. Experiential Learning

2.9.1. Experiential Learning Concept
2.9.2. Experiential Learning Implications for Learning
2.9.3. Techniques and Resources from an Experiential Learning Perspective
2.9.4. Practices Based on Experiential Learning. Case Descriptions

2.10. Psycho-Educational Challenges and Diversity Attention

2.10.1. Diversity Attention at School
2.10.2. Attention to Diversity in Specialized Centers
2.10.3. Psycho-Educational Challenges in Students with Curricular Adaptations in the Classroom
2.10.4. Psycho-Educational Challenges Towards Universal Educational Design. Diversity and Social Integration

Module 3. Cognitive Development and Processing: Developmental Processes and Executive Thinking Functions Affected in LD

3.1. Processing and Learning Theory

3.1.1. What is the Processing Theory Based on?
3.1.2. Main Learning Authors and Implications
3.1.3. How is Processing Theory Applied in the Psycho-Educational Field?

3.2. Memory Implications for LD

3.2.1. Memory Concept and Types
3.2.2. Coding Processes and Models
3.2.3. Storage and Retrieval Processes
3.2.4. The Influence of Memory on Learning
3.2.5. Memory and Learning Research
3.2.6. Executive Functioning and Interdependence with Attention and Perceptual Processes

3.3. Attention and LDs

3.3.1. Attention Concept and Types
3.3.2. Attention Processes and Models
3.3.3. The Influence of Attention on Learning
3.3.4. Attention and Learning Research
3.3.5. Attentional Executive Functioning and Interdependence with Other Executive Agents

3.4. Perception and LDs

3.4.1. Perception Concept and Types
3.4.2. Perceptual Processes and Models
3.4.3. The Influence of Perception on Learning
3.4.4. Perception and Learning Research
3.4.5. Perceptual Executive Functioning and Interdependence with Other Executive Agents

3.5. General Intelligence Assessment and Testing

3.5.1. Why is it Important to Assess General Intelligence?
3.5.2. Main General Intelligence Models
3.5.3. What Exactly Do Intelligence Tests Measure and What Are They Useful for in the Educational Setting?
3.5.4. Main Standardized Tests for Intelligence Scales in Education

3.6. Neuropsychological and Psycholinguistic Models in Literacy

3.6.1. Neuropsychological Literacy Theories
3.6.2. Psycholinguistic Literacy Theories
3.6.3. Reading Acquisition Developmental Model
3.6.4. Writing Acquisition Developmental Model
3.6.5. Access to the Lexicon: Visual and Phonological Route Models
3.6.6. Semantic and Syntactic Processing: Reading Comprehension
3.6.7. Lexical, Perceptual and Visual Access Difficulties and Associated Disorders

3.7. Neuropsychological and Numerical Processing Models in MD

3.7.1. Numerical Processing and Calculation Principles
3.7.2. Cognitive and Neurofunctional Model of Numerical Processing
3.7.3. Acalculia, Dyscalculia and Other Related LD: ADHD, Dyslexia
3.7.4. Case Study Research and Description in MD

3.8. Assessment and Standardized Tests for Executive Functions

3.8.1. Introduction to Standardized Tests of Executive Processes. Why is it Important to Measure Executive Functions?
3.8.2. Main Standardized Tests of Executive Functions in the Educational Setting
3.8.3. Memory Assessment Kits
3.8.4. Attention and Perception Assessment Kits
3.8.5. Evaluating and Diagnosing Recommendations Based on Standardized Tests

Enhance your knowledge of the neuropsychological and psycholinguistic models of reading and writing thanks to the multimedia content provided by TECH”