Thanks to this Professional master’s degree you will get an update on the most recent advances in High Capacity individualas and Inclusive Education”

High Capacities are scarcely diagnosed in educational centers, sometimes leading to attitudes and academic results far from the child's and adolescent's capacity. Given this reality, the role of the psychologist is key, being able to diagnose and treat children, making them able to develop their capacities in an effective way, without losing the opportunity to advance in their educational path. 

In the case of students with High Capacities, it is also essential to have an Inclusive Education, which allows making the most of the qualities of children and young people. However, in some schools, Inclusive Education has not been introduced at all levels, so the figure of the Psychology professional becomes even more relevant. Given this scenario, TECH has created this Professional master’s degree that provides the latest information on High Capacity Individuals and Inclusive Education through the most innovative multimedia content. 

To this end, this educational institution has assembled a specialized teaching team that brings its extensive knowledge in this field and that will allow the professional to delve into the Neuropsychology of High Capacities, new technologies applied to children with high intellect or the work of creativity and emotions. Likewise, students will delve into the importance of a correct identification of their own High Capacities according to the existing classification or the lines of action and intervention in this type of patients.

All this, in a much more dynamic and agile way thanks to the Relearning system, used by TECH in all its programs, which also allows students to reduce the long hours of study so frequent in other teaching methodologies.

Professionals therefore have an excellent opportunity to update their knowledge in this field through a 100% online educational option that is flexible and compatible with their work and/or personal responsibilities.  Students will only need a computer Tablet, or Mobile with which access the virtual campus where the contents of this Professional master’s degree are hosted. With no classroom attendance or fixed schedules, professionals are presented with a teaching that gives to the current educational times. 

TECH provides you with an innovative methodology to keep you abreast of advances in the techniques and strategies used in problem solving with High Capacity children”

This Professional master’s degree in High-Capacity Individuals and Inclusive Education contains the most complete and up-to-date scientific program on the market. The most important features include:

• Case studies presented by experts in High-Capacity Individuals 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 the self-assessment process can be carried out 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

This is a qualification designed for psychologists who are looking to be up to date in High Capacity Individuals and Inclusive Education without neglecting other areas of their lives”

The program's teaching staff includes professionals from the sector who contribute their work experience to this program, in addition to 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 students will be assisted by an innovative interactive video system created by renowned and experienced experts.

With this Professional master’s degree you will delve into the most in the most specific and innovative techniques to treat patients with High Capacities"

This 100% online program brings you closer to the latest studies on the urgent need to diagnose High Capacities at an early age and promote inclusive education"

The syllabus of this Professional master’s degree has been developed by a highly qualified teaching team with experience in Psychology and in the care of children and adolescents with High Capacities. This is reflected in the syllabus of this qualification, which consists of 13 modules, in which students can delve with video summaries, videos in detail or essential readings in the pedagogical framework of High Capacity Individuals, the functioning of the brain, clinical aspects and Educational Needs in High Capacity Individuals or Neurolinguistic Programming (NLP). All this, with content that you can access 24 hours a day from an electronic device with internet connection. 

The Relearning system will take you in a more natural way through the identification and classification of High Capacity Indivuduals” 

Module 1. Educational Paradigm and Pedagogical Framework of High-Capacity Individuals

1.1. Emerging Educational Paradigm: Toward the Education We Need 

1.1.1. Teacher Role beyond Transmitting Knowledge 
1.1.2. Student Role in the New Learning Context 

1.2. Attention to Diversity in Our Pedagogic-Legal Framework 

1.2.1. International Treaties  

1.3. Organizing the Curriculum and High-Capacity Individuals 

1.3.1. Educational Plans and Projects 
1.3.2. Organizing the Curriculum and the Classroom 
1.3.3. Orientation and Guidance Teams 

1.4. The Evolution of the Concept of Intelligence 

1.4.1. Factorial and Multifactorial Models 
1.4.2. Synthesis Models and Capacity Studies 
1.4.3. From Psycometric Theories to the Information Processing Model 
1.4.4. Computational Model 
1.4.5. Models Based on Neuroscience: Human Connectome 

1.5. Explanatory Theories on High-Capacity Individuals 

1.5.1. Scientific Basis 
1.5.2. Renzulli’s Theory 
1.5.3. Gagné’s Theory 
1.5.4. Theories on Intelligence 
1.5.5. Evolutionary Models 
1.5.6. Multiple intelligences 

1.6. Educational Paradigm and Pedagogic-Scientific Framework Concerning High-Capacity Individuals 

1.6.1. Definition and history of the biopsychosocial model  
1.6.2. Some sociocultural models from explain High Capacities.  
1.6.3. The biopsychosocial model: the integrative model  
1.6.4. Scientific Framework of High-Capacity Individuals   
1.6.5. High Capacity Individuals from a Pedagogical Perspective  

1.7. Multidisciplinary Evolution 

1.7.1. Attention to diversity: detection, assesment and diagnosis.  
1.7.2. Psychopedagogical Evaluation  
1.7.3. Psychopedagogical Evaluation in High Intellectual Capacities   
1.7.4. Multidisciplinary Evolution 

1.8. Specific Educational Needs and Teacher Training 

1.8.1. The concept of educational needs: origin and historical evolution.  
1.8.2. Specific educational needs; regulations on SEN  
1.8.3. Definition and Classification of SEN  
1.8.4. Characteristics of SEN  
1.8.5. Training-teaching needs and educational response to the ACNEAE. 

1.9. The challenge of the school of the 21st century regarding High Capacities. 

1.9.1. Brief Historical Review  
1.9.2. A plural and democratic society 
1.9.3. The Educational challlenges of the 21st century regarding diversity 
1.9.4. The Educational challlenges of the 21st century regarding High Intellectual Capacities 
1.9.5. Competence-based learning in students with High Intellectual Capabilities 

Module 2. Definition and Classification of High-Capacity Individuals 

2.1. Definitions of High-Capacity Individuals 

2.1.1. What do we mean by High Intellectual Capacities?   
2.1.2. Models to differentiate High Capacity Individuals  
2.1.3. Definition of High Capacities: principles to take into account   
2.1.4. Variables that intervene in the identification of High Capacity Individuals  
2.1.5. Risk factor of the High Capacity Individuals  
2.1.6. Defining the diversity of High Capacities: profiles of High Intellectual Capacity Individuals 

2.2. Spectrum of High-Capacity Individuals 

2.2.1. Differential Evolutionary Profiles 
2.2.2. Qualitative Cut-off Points 
2.2.3. East of the Gaussian Bell 
2.2.4. Crystallization of Intelligence 

2.3. Intellectual Precociousness 

2.3.1. Intellectual Precociousness Characteristics 
2.3.2. Annotated Real Case Studies 

2.4. Simple Talent 

2.4.1. Simple Talent Characteristics 
2.4.2. Verbal Talent 
2.4.3. Mathematical Talent 
2.4.4. Social Talent 
2.4.5. Motor Talent 
2.4.6. Musical Talent 
2.4.7. Real Case Studies of the Different Talents 

2.5. Compound Talent 

2.5.1. Academic Talent 
2.5.2. Artistic Talent 
2.5.3. Real Case Studies of Compound Talents 

2.6. Giftedness 

2.6.1. Differential Diagnosis 

2.7. Characteristics of Giftedness 

2.7.1. Gender and Evolutionary Variables 
2.7.2. Giftedness Clinic 
2.7.3. Double Exceptionality 

2.8. Giftedness Clinic 

2.8.1. Introduction to Desynchronies  
2.8.2. Other disorders and comorbidities  

2.9. Cognitive Learning Styles 

2.9.1. Learning Styles 
2.9.2. Brain quadrant model 
2.9.3. Silverman's dimensional model 
2.9.4. Experience-based learning model 
2.9.5. Neurolinguistic Programming Model 
2.9.6. Cognitive Learning Styles 
2.9.7. Questionnaires and instruments for their assessment 
2.9.8. Implications in Educational Practice 

Module 3. Identification of High-Capacity Individuals 

3.1. Group and Individual Detection: Tools 

3.1.1. Legislative section 
3.1.2. Historical Approach  
3.1.3. Individual and group detection of High Capacities. 
3.1.4. Tools for the Individual and group detection of High Capacities. 

3.2. Psychopedagogical Evaluation Models 

3.2.1. Psychopedagogical Evaluation Principles 
3.2.2. Measurement Validity and Reliability 

3.3. Psychometric Assessment Tools 

3.3.1. Cognitive Aspects 
3.3.2. Performance and Aptitude Tests 
3.3.3. Complementary Tests 

3.4. Qualitative Assessment Tools 

3.4.1. Personality Tests 
3.4.2. Motivation Tests 
3.4.3. Behavior Tests 
3.4.4. Self-concept Tests 
3.4.5. Adaptation and Socialization Tests 
3.4.6. Projective Tests 

3.5. Multidisciplinary Assessment and Clinical Diagnosis 

3.5.1. Educator and Teacher Contributions 
3.5.2. Specialist Psycho-pedagogue Contributions 
3.5.3. Clinician and Physician Contributions 
3.5.4. Asynchronous Neurodevelopment 

3.6. Comorbidities 

3.6.1. Asperger’s Syndrome 
3.6.2. Double Exceptionality 
3.6.3. Attention Deficit Disorder with or without Hyperactivity 
3.6.4. Personality Disorders 
3.6.5. Eating Disorders 
3.6.6. Learning Difficulties 

3.7. Personal Treatment 

3.7.1. Trauma Intervention  
3.7.2. Educational measures for High Capacity students 
3.7.3. Principles and guidelines to be taken into account by the teachers  
3.7.4. Tutorial Action  
3.7.5. Supervision and assessment of the measures carried out 

3.8. Response to the family's demand  

3.8.1. The family as a socializing agent  
3.8.2. High Capacities and main characteristics of this type of students
3.8.3. Role of Parents  
3.8.4. Family models and their influence on the development of High Capacities 
3.8.5. Main concerns of family members 
3.8.6. Myths and Reality about High Capacities 
3.8.7 Strategy for families 

3.9. Guidelines for Educational Response 

3.9.1. Big changes at the school  
3.9.2. Educational Response 

Module 4. Neuropsychology of High-Capacity Individuals 

4.1. Introduction to Neuropsychology 

4.1.1. Introduction to Neuropsychology  
4.1.2. Brain Development  
4.1.3. The Development of Intelligence  
4.1.4. The Flynn Effect. 

4.2. Crystalization of High-Capacity Individuals  

4.2.1. Introduction to Differences in High-Capacities
4.2.2. High-Capacities skull size hypothesis 
4.2.3. High-Capacities Hypothesis of process differentiation 
4.2.4. High-Capacities Hypothesis of neuronal hyperconnectivity
4.2.5. High-Capacities Neuronal Inhibition 
4.2.6. High-Capacities Neuronal Plasticity 

4.3. Differential Cognitive Functioning 

4.3.1. Cognitive differences in High-Capacities
4.3.2. Positive decay theory 
4.3.3. Resource management optimization 
4.3.4. The overoptimized cognitive process in HC
4.3.5. Cognitive differences in Early Childhood 

4.4. Metacognitive Regulation 

4.4.1. Defining Metacognition 
4.4.2. Development of Metacognition 
4.4.3. The Relation between Metacognition. and Intelligence 
4.4.4. Metacognition training 

4.5. Endophenotypes or Neurobiological Markers  

4.5.1. The origin of High-Capacities
4.5.2. Endephenotypes and High-Capacities
4.5.3. Inheritability of High-Capacities
4.5.4. Neurobiological markers of High-Capacities
4.5.5. Endophenotypes vs. Neurobiological markers of High-Capacities

4.6. Contributions to Clinical Diagnosis 

4.6.1. Psychological problems and High-Capacities
4.6.2. HC and ADHD 
4.6.3. High-Capacities and Learning Disorders 
4.6.3. High-Capacities and Oppositional Defiant Disorder 
4.6.4. HC and ASD 

4.7. Plasticity and Brain Development 

4.7.1. Neuronal Plasticity Introduction 
4.7.2. The Role of Neurogenesis 
4.7.3. Fragility of the Neuronal Plasticity 
4.7.4. Brain development in High-Capacity Individuals 

4.8. Cognitive Processing and Learning 

4.8.1. Cognitive processes in High-Capacity Individuals 
4.8.2. Feelings in High-Capacity Individuals 
4.8.3. Perception in High-Capacity Individuals 
4.8.4. Attention in High-Capacity Individuals 
4.8.5. Memories in High-Capacity Individuals 
4.8.6. Emotion in High-Capacity Individuals 
4.8.7. Learning in High-Capacity Individuals 
4.8.8. PASS theory 
4.8.9. Motivation in High-Capacity Individuals
4.8.10. The MEPS Model 

4.9. Different Minds, Different Learning Experiences. 

4.9.1. Approximation to Differences in High-Capacities
4.9.2. Approximation to High-Capacity Individuals from talents 
4.9.3. High-Capacity Individuals Facilitating factors
4.9.4. Environment and High-Capacity Individuals
4.9.5. Characteristics of Students with High-Capacities 

4.10. Brain Functioning: Classroom Strategies 

4.10.1. High-Capacity Individuals in Classroom 
4.10.2. Neuroeducation and High-Capacity Individuals 
4.10.3. School adaptations for High-Capacity Individuals 

Module 5. Clinical Aspects and Educational Needs of High-Capacity Individuals 

5.1. Clinical aspects,  non-pathological 

5.1.1. Criteria in Manual for Reference: 
5.1.2. Multiprofessional teams 

5.2. The Biopsychosocial Model 

5.2.1. Biological Fundamentals 
5.2.2. Phsycological Fundaments 
5.2.3. Social Fundaments 

5.3. Clinical Manifestations of High-Capacity Individuals 

5.3.1. Internal Dyssynchrony 
5.3.2. External Dyssynchrony 
5.3.3. Negative Pygmalion Effect 
5.3.4. Identity Diffusion Syndrome 
5.3.5. Overexcitabilities 
5.3.6. Cognitive and Creative Functions 

5.4. Clinical Features and Explanation on the Basis of High-Capacity Individuals  

5.4.1. Most Frequents Symptoms 
5.4.2. Explanation based on High Capacity Individuals 
5.4.3. Most Frequent Diagnostic Confusions 

5.5. Needs derived from self-knowledge and cognitive profile  

5.5.1. I Know What I Am Like 
5.5.2. I Know How I Behave 
5.5.3. Homogeneity vs. Heterogeneity 
5.5.4. Capacity and Performance  

5.6. Needs derived from the teaching-learning process 

5.6.1. Defined Style 
5.6.2. Undefined Style 
5.6.3. Transmitting Information 
5.6.4. Methodological Flexibility  

5.7. Personality and Emotional Needs 

5.7.1. Personality Profiles 
5.7.2. External Points  

5.8. Motivation and Emotional Needs 

5.8.1. Affective Problems 
5.8.2. Hypomotivation  

5.9. Interaction Needs 

5.9.1. Peer Relationships 
5.9.2. Other Group Relationships 

Module 6. Intervention in High-Capacity Individuals 

6.1. Techniques to Improve Self-Esteem  

6.1.1. Understand how self-esteem is formed 
6.1.2. Techniques to Improve Self-Esteem 

6.2. Coping and Problem-Solving Strategies 

6.2.1. Coping Strategies 
6.2.2. Self-instructions 
6.2.3. Problem-Solving Techniques 

6.3. Social Skills  

6.3.1. The Importance of Social Skills at HC
6.3.2. Models and Social Skills types 

6.4. Emotional Management  

6.4.1. Emotion Recognition 
6.4.2. Expression of Emotions 

6.5. Learning Planning 

6.5.1. Dimensions of learning 
6.5.2. The spatio-temporal organization of learning 

6.6. Personal Development Orientation and Guidance  

6.6.1. Orientation to cognitive development 
6.6.2. Guidance for emotional development 
6.6.3. Vocational and professional orientation 

6.7. Family-Centered Intervention  

6.7.1. Understanding High-Capacity Individuals  
6.7.2. Acceptance of Reality  
6.7.3. Decision-Making in the Family Environment  
6.7.4. Behaviors within the Family  
6.7.5. Projects with the Family  
6.7.6. Emotional Intelligence. Managing Emotions  

6.8. Educational Intervention 

6.8.1. Educational Projects at the Center  
6.8.2. Structural Adjustments  
6.8.3. Organizational Changes  
6.8.4. Plan of Attention to Diversity  
6.8.5. Teacher Training Plan  
6.8.6. Organizing the Early Childhood Curriculum  
6.8.7. Organizing the Primary Education Curriculum  
6.8.8. Organizing the Secondary Education Curriculum  
6.8.9. Emotional Intelligence. Classroom Application  
6.8.10. Family and School Projects and Programs  

Module 7. Educational Strategies and Methodologies 

7.1. Definition of Curricular Enrichment 

7.1.1. What is Curricular Enrichment? 
7.1.2. The proposal should be made in stead of the ordinary task, not in addition to it.  
7.1.3. Benefits  
7.1.4. Theoretical bases for syllabus enrichment  
7.1.5. Educational measures for High Capacity students 
7.1.6. Special Measures 

7.2. Enrichment Models 

7.2.1. Enrichment Models 

7.3. Enriching the syllabus for all students 

7.3.1. SEM Model 
7.3.2. Portfolio 
7.3.3. Triarchic Model 

7.4. Extracurricular Enrichment 

7.4.1. Main Work Areas 
7.4.2. Intellectual Enrichment Programs 

7.5. Regarding Acceleration 

7.5.1. Templeton Report 
7.5.2. Advantages and Disadvantages of Acceleration or flexibilization 

7.6. Classroom Pedagogic Design 

7.6.1. Classroom Organization 
7.6.2. Strategies for each stage 

7.7. Models for Curricular and Methodological Accommodations 

7.7.1. What is methodological adaptation? 
7.7.2. Examples of precise syllabus adaptation 

7.8. Individual Curricular Accommodations 

7.8.1. Steps to Follow 
7.8.2. Accommodation Design 
7.8.3. Evaluation and Monitoring 

7.9. Good Educational Practices 

7.9.1. General considerations for a good education 
7.9.2. Aspects to develop in the good educational praxis 

Module 8. Self-regulated Learning 

8.1. Metacognition and Learning 

8.1.1. Metacognitive Strategies and Learning Styles 
8.1.2. Learning Facilitators 
8.1.3. Conceptual Maps 

8.2. Self-regulation and Thought 

8.2.1. What is self-regulation of thinking? 
8.2.2. Steps in thinking Self-Regulation 

8.3. Self-Regulation and emotion  

8.3.1. What is emotional Self-Regulation? 
8.3.2. Steps in emotional Self-Regulation 

8.4. Self-Regulation and behavior 

8.4.1. What is Behavioral Self-Regulation? 
8.4.2. Steps in Behavioral Self-Regulation 

8.5. Phases in the Self-Regulation Process  

8.5.1. Self-Regulation Identification 
8.5.2. Supervision of Self-Regulation 
8.5.3. Self-Regulation Assessment 

8.6. Self-instructions 

8.6.1. What are self-instructions? 
8.6. 2 Self-Instructional training 

8.7. Executive Functions 

8.7.1. Working Memory
8.7.2. Education 
8.7.3. Reasoning 
8.7.4. Flexibility
8.7.5. Inhibition 
8.7.6. Decision Making 
8.7.7. Estimating Time 
8.7.8. Dual Execution 
8.7.9. Branching 

8.8. Personal Learning Environments (PLE) 

8.8.1. What are PLEs? 
8.8.2. The implementation of PLEs in the Classroom 

8.9. Self-regulated Learning Tools 

8.9.1. Internal and external control Strategies 
8.9.2. New Applied Technologies to the Self-Regulation 

Module 9. Creativity and Emotional Education in the Classroom 

9.1. Emotional Intelligence and the Education of Emotions according to the Mayer and Salovey Model 

9.1.1. Introduction: Emotional Intelligence and the Education of Emotions According to the Mayer and Salovey Model 

9.2. Other Models of Emotional Intelligence and Emotional Transformation 

9.2.1. Emotional Competence Models 
9.2.2. Social Competence Models 
9.2.3. Multiple Models 

9.3 Social-Emotional Competencies and Creativity by Level of Intelligence 

9.3. 1 Social-Emotional Competencies and Creativity by Level of Intelligence   

9.4. Concept of Emotional Quotient, Intelligence and Dyssynchrony Accommodation in High Intellectual Capacities 

9.4.1. Concept of Emotional Quotient, Intelligence and Dyssynchrony Accommodation in High Intellectual Capacities 

9.5. Concept of Hyperemotivity 
9.6. Current Scientific Studies on Creativity, Emotions, Self-Awareness and Intelligence 

9.6.1. Neuroscientific Studies 
9.6.2. Applied Studies 

9.7. Practical Classroom Resources to Prevent Demotivation and Hyperemotivity 

9.7.1. Practical Classroom Resources to Prevent Demotivation and Hyperemotivity  
9.7.2. Factors leading to demotivation in the classroom  
9.7.3. Motivational Resources 
9.7.4. Techniques for operative learning 
9.7.5. Resources for emotional regulation

9.8. Standardized Tests to Assess Emotions and Creativity. Creativity Tests and Quizzes 

9.8.1. Standardized Tests to Assess Emotions and Creativity  
9.8.2. Emotion Tests and Quizzes 
9.8.3. Creativity Tests and Quizzes 
9.8.4. Assessing Emotions 
9.8.5. Creativity Evaluation 
9.8.6. Laboratories and Valuation Experiences 

9.9. Inclusive Schools: Humanist Model and Emotional Education Interrelation 

9.9 1. Inclusive Schools: Humanist Model and Emotional Education Interrelation  

Module 10. Neurolinguistic Programming (NLP) Applied to High-Capacity Individuals 

10.1. Basics of NLP  

10.1.1. Foundations of NLP 
10.1.2. The Assumptions and Premises of NLP 

10.2. Neurological Levels  

10.2.1. Foundations of NLP 
10.2.2. The Assumptions and Premises of NLP 
10.2.3. Neurological Levels 

10.3. The rules of the mind. beliefs and ways of seeing reality

10.3.1. The rules of the mind, beliefs and ways of seeing reality
10.3.2. The Rules of the Mind of PNL 
10.3.3. Beliefs according to NLP 
10.3.4. Ways of seeing reality according to NLP 

10.4. States of mind, language and unconscious resources

10.4.1. States of mind, language and unconscious resources 
10.4.2. NLP hypnosis 

10.5. Dynamic Learning According to Robert Dilts 

10.5.1. Dynamic Learning According to Robert Dilts   

10.6. Activities according to the different learning styles, selection and organization of information 

10.6.1. Activities According to How Students Select Information 
10.6.2. Strategies to Develop the Visual System in the Classroom 
10.6.3. Strategies for Developing the Auditory System in the Classroom 
10.6.4. Strategies to Develop the Kinesthetic System in the Classroom 
10.6.5. Activities According to How Students Organize Information 
10.6.6. Left Hemisphere and Right Hemisphere Enhancing Activities 
10.6.7. Strategies for Working With the Whole Brain in the Classroom 

10.7. Techniques for Working on Beliefs 

10.7.1. Belifs that limit 
10.7.2. How to dismantle and change beliefs 

10.8. Neuro-Linguistic Programming Techniques to Improve Students' Academic Performance 

10.8.1. Techniques for Reflecting on Our Perception of Reality 
10.8.2. Techniques to Develop Flexible Thinking 
10.8.3. Techniques to Eliminate Blockages or Limitations 
10.8.4. Techniques to Clarify Objectives 

10.9. Annexes With Tests, Records, Techniques, Situation Analysis, Assessments and Follow-Ups 

10.9.1. Applied Records 
10.9.2. NLP follow up 

Module 11. New Technologies and Cooperative Learning 

11.1. The Transformation of Education with New Teaching Methods 

11.1.1. Approaches and Perspectives 
11.1.2. Information Communication Technologies (ICTs) 
11.1.3. Technology for Learning and Knowledge 
11.1.4. Empowerment and Participation Technologies 

11.2. Impact of New Technologies in Education 

11.2.1. Digital Skills in Students 
11.2.2. Digital Skills in Teachers 
11.2.3. The Role of Families and the Regulation of Use 

11.3. Educating With the Use of New Technologies 

11.3.1. Advantages and Disadvantages of the Use of ICTs 
11.3.2. ICTs and their possibilities for students with HC

11.4. Structure and Abilities in Cooperative Learning 

11.4.1. Implementation of collaborative learning 
11.4.2. Cooperative learning and use of new technologies 

11.5. Purposes of Cooperative Learning From a Multicultural Approach 

11.5.1. Cooperative learning and social context 
11.5.2. Interculturality and the benefits of educational partnership 

11.6. Application in Each of the Educational Stages 

11.6.1. Teamwork and Group Cohesion in Early Childhood Education 
11.6.2. Cooperative Techniques in Early Childhood Education 
11.6.3. Didactics and Experiences in Primary Education Simple Structures 
11.6.4. Primary Research and Projects 
11.6.5. Importance of Roles in Secondary Education 
11.6.6. Evaluation of Cooperative Experiences in Secondary Schools 

11.7. Design of Activities and Group Dynamics 

11.7.1. Group cohesion activities 
11.7.2. Group Dynamics 

11.8. The Role of the Teacher as Facilitator and Guide 

11.8.1. Teacher the guide in the digital era 
11.8.2. The Classroom as Learning scenarios 

11.9. Assessment of Cooperative Learning 

11.9.1. Peer Assessment 
11.9.2. Self-Observation 
11.9.3. Teacher Assesment 

Module 12. Successful Educational Experiences 

12.1. Centers of Interest and Project Work in Pre-School 

12.1.1. Development of Project Work 
12.1.2. Role of the Participants 
12.1.3. Assessment of Project Work 

12.2. Cognitive and Language Stimulation Projects Applied to Pre-School Education 

12.2.1. Areas of Cognitive Stimulation 
12.2.2. Cognitive Stimulation Programs 
12.2.3. Language Prerequisites 
12.2.4. Language Stimulation Programs 

12.3. Virtual Learning Environments in Pre-School and Primary Education 

12.3.1. Virtual environments as a diagnostic and adaptive tool 
12.3.2. Language workshops 
12.3.3. Mathematics workshops 

12.4. Art Education in Pre-School and Primary School 

12.4.1. Art education in pre-school and elementary school 
12.4.2. Art education in elementary school 
12.4.3. Resources and activities in art education 

12.5. Project Based Learning in Primary and in High School Education 

12.5.1. Steps to Implement Project-Based Learning 
12.5.2. Tools Used 
12.5.3. Description of Experiences 

12.6. Cognitive and Education Strategies in Secondary Education 

12.6.1. Metacognitive Strategies in Secondary Education 
12.6.2. Learning assessment strategies in secondary education 

12.7. Flipped Classroom 

12.7.1. Flipped Classroom origins 
12.7.2. Development of Methodology 
12.7.3. Experiences and Applications 

12.8. Gamification 

12.8.1. Origins of Gamification 
12.8.2. Development of Methodology 
12.8.3. Experiences and Applications 

12.9. Resource Bank at Different Stages for High-Capacity Individuals 

12.9.1. Resources in pre-school and Primary Education 
12.9.2. Resources in Middle/High School Education 

Module 13. High-Capacity Individuals and Health 

13.1. Preliminary Considerations and Basic Ideas  

13.1.1. Peculiarities in the Management of High-Capacity Individuals 
13.1.2. Primary Care Requirements 
13.1.3. Objectives of a Practical Guide for Pediatrics 
13.1.4. Health Laws 
13.1.5. Educational Laws 

13.3. Detection of High-Capacity Individuals in the Health Field  

13.3.1. Indicators for Detection 
13.3.2. Questionnaires and Tools for Medical Use 

13.4. Epidemiology of High-Capacity Individuals  

13.4.1. Statistical Population Distribution of Intelligence 
13.4.2. Clinal Variety and Geographical Location 
13.4.3. Culture and Intelligence 

13.5.  Scientific Criteria and Standards for Valuation  

13.5.1. Psychometric Criteria 
13.5.2. Genetics and Endophenotypes  
13.5.3. Evolutionary criteria 

13.6. Referral to Integrated Clinical Diagnostic Centers (ICD) 

13.6.1. Who Should Intervene 
13.6.2. Referral Criteria 
13.6.3. Integrated Clinical Diagnosis 

13.7. Decision-Making Algorithms and Indicators  

13.7.1. Collection of Relevant Data 
13.7.2. Screening and correlations  
13.7.3. Indicators and Signs for Diagnosis 

13.8. Differential Diagnosis of High-Capacity Individuals  

13.8.1. Proactive Diagnosis 
13.8.2. Comorbidities 

13.9. Comprehensive Treatment: Guidelines from the Health Care Setting  

13.9.1. Health Guidelines 
13.9.2. Family Guidelines 
13.9.3. School Guidelines 

13.10. Monitoring and Control 

13.10.1. Supervision of Compliance with Objectives 
13.10.2. Revisions and Guarantees

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