Learning difficulties can lead to developmental problems for students. Early detection is the best way to help students continue their education. Study with us and learn how to recognize these types of problems’’

The management of learning difficulties that manifest themselves primarily in cognitive processes, language, and then affect the fundamental areas of reading, writing and mathematics, and other curricular disciplines, is a social problem that has yet to be solved. These types of learning difficulties are present in practically all educational centers, and their early detection is the best way to offer customized educational support in order to improve learning.

Detecting these types of learning difficulties is a major challenge for teachers, since their signs manifest in a heterogeneous way, and they are not detectable in all cases. With this Advanced master’s degree, we want to give teachers and other educational center professionals the key concepts so that they can get up to date with the main learning difficulties, taking into account the most common areas. To this end, we have a program of the highest academic level, which is divided into two main blocks: educational attention in children and the management of learning difficulties and attention to diversity.

Thus, this Advanced master’s degree answers the demand for soundly prepared professionals with up-to-date and relevant expertise, as well as the necessary skills to successfully face the challenges posed by the integral personal development for a diverse range of students, with different needs, styles, interests and conditions, but especially those with learning difficulties in different areas, providing the support they need to adapt to school.

Emerging educational paradigms recommend an inclusive approach, based on a biopsychosocial model that envisages attention to diversity via a comprehensive range of measures aimed at the entire educational community. Therefore, teachers, at different educational stages, need to know what characterizes these students, how to identify their needs and possess the knowledge and tools to intervene at a personal, socio-family and, above all, educational level.

This course not only covers theoretical knowledge, but will also show professionals another way of studying and learning that is more organic, straightforward and efficient. TECH works to keep the student motivated and to create a passion for learning. In addition, we encourage independent thought and the development of critical thinking.

A high-level program, supported by advanced technological development and the teaching experience of the best professionals”

This Advanced master’s degree in Learning Difficulties and Early Childhood Educational Care contains the most complete and up-to-date educational program on the market. The most important features include:

• The latest technology in e-learning software
• An intensely visual teaching system, supported by graphic and schematic contents that are easy to assimilate and understand
• Practical case studies presented by practising experts
• State-of-the-art interactive video systems
• Teaching supported by telepractice
• Continuous updating and recycling systems
• Self-regulated learning: full compatibility with other commitments
• Practical exercises for self-assessment and learning verification
• Support groups and educational synergies: Questions to the expert, discussion forums and knowledge
• Communication with the teacher and individual reflection work
• Content that is accessible from any fixed or portable device with an Internet connection
• Supplementary resource banks that are permanently available

A high-level program, supported by advanced technological development and the teaching experience of the best professionals”

Our teaching staff is made up of working professionals. In this way, TECH ensure that they meet their goal of providing up-to-date professional development. A multidisciplinary team of professionals trained and experienced in different environments, who will cover the theoretical knowledge in an efficient way, but, above all, will be able to make the practical knowledge derived from their own experience available to students on this course.

This command of the subject is complemented by the effective methodological design of this Advanced master’s degree. Developed by a multidisciplinary team of E-Learning experts, it integrates the latest advances in educational technology. Thus, you will be able to study with a range of comfortable and versatile multimedia tools that will give you the functionality you need during your studies.

The design of this program is based on Problem-Based Learning, an approach that conceives learning as a highly practical process. To achieve this remotely, telepractice is used. With the help of an innovative, interactive video system and Learning from an Expert, students will be able to acquire the knowledge as if they were dealing with the case in real time. A concept that will make it possible to integrate and fix learning in a more realistic and permanent way.

Take this opportunity to learn about the latest advances in Learning Difficulties and Early Childhood Educational Care and improve your teaching skills by mastering the latest techniques: the surest way to position yourself among the best"

The contents of this Advanced master’s degree have been developed by the different experts on this course, with a clear purpose: to ensure that our students acquire each and every one of the necessary skills to become true experts in this field. The content of this Advanced master’s degree will allow you to learn about all aspects of the different disciplines involved in this area. A comprehensive and well-structured program that will lead to the highest standards of quality and success.

We offer you the most advanced knowledge available in this field so that you can acquire a superior level of expertise that will allow you to compete with the best’’

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 Pre-School 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 

1.4. Social-Emotional Development in Pre-School 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. Basis on Which to Structure an Pre-School 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. Mathematical Learning

2.2.1. Definition and Conceptualization of Learning Difficulties
2.2.2. Memory and Learning Difficulties

2.3. Special Educational Needs and Inclusive Education

2.3.1. The Inclusive School Movement Overcoming School Integration
2.3.2. The Road to a School for All
2.3.3. Promoting Inclusive Education in Pre-School Education

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

2.4.1. Oral Linguistic Disorders: Problems in Communication, Language, Speech, and Voice
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. Characteristics of Dyslexia
2.5.3. Reading Pathways and Types of Dyslexia
2.5.4. Intervention Guidelines for Students with Dyslexia
2.5.5. Others Learning Difficulties Related to Reading and Writing

2.6. Learning Difficulties Related to Mathematics

2.6.1. Conceptualization of Particular Mathematical Learning Difficulties
2.6.2. Etiology and Course of Difficulties in the Mathematical Area
2.6.3. Types of Specific Mathematics Learning Disorders
2.6.4. Features of Specific Mathematics Learning Disorders
2.6.5. Classroom Intervention Guidelines for Students with Specific Mathematics Learning Disorders

2.7. Intellectual Disability

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

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

2.8.1. Is Higher Ability an Educational Problem?
2.8.2. The Concept of High-Capacity Students Is It Possible to Define?
2.8.3. Identifying High-Capacity Students
2.8.4. Intervention for High-Capacity Students

2.9. Learning Difficulties Related to Visual and Auditory Sensory Deficits

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

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 for Students with Dyspraxias

Module 3. Learning Difficulties II

3.1. Attention Deficit Hyperactivity Disorder (ADHD)

3.1.1. Conceptualization
3.1.2. Types and Characteristics
3.1.3. Associated Disorders
3.1.4. Detection of ADHD in the Classroom
3.1.5. Classroom Intervention Guidelines for Students with ADHD

3.2. Autism Spectrum Disorders (ASD) and Asperger Syndrome

3.2.1. Conceptualization and Description of Autism Spectrum Disorder (ASD)
3.2.2. Conceptualization and Description of Asperger's Syndrome
3.2.3. Guidelines for Identifying Children with ASD or Asperger’s Syndrome in the Classroom
3.2.4. Classroom Intervention Guidelines for Students with with ASD or Asperger’s Syndrome

3.3. Autism Spectrum Disorder: Early Care

3.3.1. Child Cognitive Development and Warning Signs
3.3.2. Autism Spectrum Disorder (ASD) Early Intervention Program 

3.4. Emotional Difficulties

3.4.1. Emotional Bonding: Attachment and Detachment
3.4.2. Overprotection
3.4.3. Description of Emotional Difficulties
3.4.4. Foster Self-Esteem and Self-Concept
3.4.5. Educational Interventions in the Pre-School Education Classroom for Students with Emotional Difficulties 

3.5. Intellectual Precocity and High-Level Abilities

3.5.1. Intellectual Precociousness in Early Years
3.5.2. Higher Abilities in Early Years
3.5.3. Educational Interventions in the Pre-School Education Classroom for Students with Intellectual Precocity and High-Level Abilities

3.6. Psychomotor Skills in Pre-School Schools

3.6.1. Key Concepts
3.6.2. Educational Factors of Psychomotor Skills
3.6.3. Psychomotor Practice in Pre-School Classrooms

3.7. The Role of Family in Early Care

3.7.1. Family Training
3.7.2. Family Non-Participation
3.7.3. Fostering Family-Child Relationships
3.7.4. Establish Good Communication with Families
3.7.5. Description of the Conduct of Family Interviews 

3.8. Working with the Pre-School Education Team

3.8.1. Key Concepts
3.8.2. A Team Around a Child
3.8.3. Benefits of Working Together

3.9. Observation or Assessment Methods in Pre-School Education

3.9.1. Key Concepts
3.9.2. Observations
3.9.3. Multidisciplinary Assessments

3.10. Educational Resilience

3.10.1. Key Concepts of Resilience
3.10.2. Educational Resilience: On the Road to Successful Learning
3.10.3. Features of Resilience-Building Schools

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

4.1. The Human Person

4.1.1. Educate Taking the Person into Account
4.1.2. Person and Human Nature
4.1.3. Attributes or Radical Properties of the Person
4.1.4. Strategies to Promote the Development of the Person's Radical Attributes or Properties
4.1.5. The Human Person as a Dynamic System
4.1.6. The Person and the Meaning That They Can Give to their Life

4.2. Pedagogical Foundations of Personalized Education

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

4.3. Learning Situations in Personalized Education

4.3.1. The Personalized Vision of the Learning Process
4.3.2. Operational and Participatory Methodologies and their General Characteristics
4.3.3. Learning Situations and their Personalization
4.3.4. Role of Materials and Resources
4.3.5. Evaluation as a Learning Situation
4.3.6. Personal Learning Style and its Five Manifestations
4.3.7. Promoting the Five Personalized Learning Styles

4.4. Motivation: A Key Aspect of Personalized Learning

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

4.5. Metacognitive Learning

4.5.1. What Should Students Be Taught in Personalized Education?
4.5.2. Meaning of Metacognition and Metacognitive Learning
4.5.3. Metacognitive Learning Strategies
4.5.4. Consequences of Learning in a Metacognitive Way
4.5.5. The Evaluation of the Significant Learning of the Learner
4.5.6. Keys To Teach Creativity

4.6. Personalizing the Organization of the School Center

4.6.1. Factors in the Organization of a School
4.6.2. The Personalized School Environment
4.6.3. The Student Body
4.6.4. The Teaching Staff
4.6.5. The Families
4.6.6. The School Center as an Organization and as a Unit
4.6.7. Indicators to Evaluate the Educational Personalization of a School Center

4.7. Identity and Profession

4.7.1. Personal Identity: A Personal and Collective Construction
4.7.2. Lack of Social Valuation
4.7.3. Cracking and Identity Crisis
4.7.4. Professionalization Under Debate
4.7.5. Between Vocation and Expert Knowledge
4.7.6. Teachers as Artisans
4.7.7. Fast Food Behavior
4.7.8. Unrecognized Good Guys and Unknown Bad Guys
4.7.9. Teachers Have Competitors

4.8. The Process of Becoming a Teacher

4.8.1. Initial Training Matters
4.8.2. At the Beginning, the More Difficult, the Better
4.8.3. Between Routine and Adaptation
4.8.4. Different Stages, Different Needs

4.9. Characteristics of Effective Teachers

4.9.1. The Literature on Effective Teachers
4.9.2. Value-Added Methods
4.9.3. Classroom Observation and Ethnographic Approaches
4.9.4. The Dream of Having Countries with Good Teachers

4.10. Beliefs and Change

4.10.1. Analysis of Beliefs in the Teaching Profession
4.10.2. Many Actions and Little Impact
4.10.3. The Search for Models in the Teaching Profession

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 for 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 Potential Self-Concept and Self-Esteem Problems 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 Pre-School

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 on 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 ICTs 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 for Special Education
7.1.2. First Educational Experiences with the Hearing
7.1.3. First Educational Experiences with the Visually Impaired
7.1.4. First Educational Experiences with the Mentally Impaired

7.2. The Era of Institutionalization: The Shift from Medical Care 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. Features of the Special Educational Needs (SEN) Concept

7.4. Special Education in Europe

7.4.1. Historical Background

7.5. Special Education in Conventional Centers

7.5.1. Special Educational Needs and the Conventional Center
7.5.2. Organization and Structure of Conventional Centers

7.6. Special Education in Dedicated Centers

7.6.1. Historical Framework for Dedicated Centers
7.6.2. Organization and Structure of Dedicated Centers

7.7. Collaboration Between Conventional and Dedicated Services

7.7.1. Internal and External School Resources
7.7.2. Collaboration Between Conventional and Dedicated Services
7.7.3. Educational guidance teams

7.8. Students with Special Educational Needs

7.8.1. Students with Special Educational Needs
7.8.2. Sensory Disabilities
7.8.3. Psychic Disabilities
7.8.4. Motor Impairment
7.8.5. Intellectual Giftedness
7.8.6. Language Disorders

7.9. Educational and Social Inclusion

7.9.1. The Step From Integration to Inclusion
7.9.2. Critical Reflection on the Current Situation
7.9.3. New Realities
7.9.4. New Paradigms

7.10. Family Involvement in Inclusive Education

7.10.1. Family Roles
7.10.2. School Roles
7.10.3. Family-School Alliance

Module 8. Behaviour Disorders and Learning Difficulties

8.1. Introduction to Childhood Behavioural Disorders

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

8.2. Attention Deficit and/or Hyperactivity Disorder

8.2.1. Introduction and Objectives
8.2.2. ADHD: Definition, Prevalence and Diagnostic Criteria
8.2.3. Classroom Treatment and Intervention
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 Factors and Prevention
8.3.4. Educational Intervention for Oppositional Defiant Disorder
8.3.5. Bibliographical References

8.4. Behavioral Alternations in Autism Spectrum Disorder

8.4.1. Introduction and Objectives
8.4.2. Severity Levels and Diagnostic Criteria
8.4.3. Behavioral Patterns for 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. Behavioural Problems in the Case of Excretion 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 Intake 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-Wake Disorders

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

8.9. Contingency Management and Behavior Modification Techniques in the Classroom

8.9.1. Introduction and Objectives
8.9.2. Behavioural Improvement Procedures
8.9.3. Token Economy
8.9.4. Self-Instructional Training
8.9.5. Bibliographical References

8.10. The Teacher

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

Module 9. Education of Children with Disabilities or Developmental Difficulties

9.1. Educational Approach to a Child with Personal Educational Needs: Attention to Diversity

9.1.1. From a Segregated School to a Comprehensive and Inclusive School
9.1.2. Educational Response to Diversity in a Comprehensive Pre-School and Primary Education School
9.1.3. Attention to Diversity Plan
9.1.4. Diversity Awareness and Educational Response: Organic Law for the Improvement of the Quality of Education

9.2. The Role of 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. Concepts, Needs and Family Guidance
9.2.3. Reaction to the Arrival of a Child with a Disability in the Home
9.2.4. Family Attitudes Toward the Disability
9.2.5. Inter- and Intra-Familial Relationships
9.2.6. Shared Responsibility Between Family and School
9.2.7. How to Optimize the Family-School Relationship?

9.3. Education of Children with Sensory Disabilities (Visual, Hearing and Deaf-Blindness)

9.3.1. Educational of Children with Visual Impairment
9.3.2. Educational of Children with Auditory Impairment
9.3.3. Education of Deafblind Children

9.4. Education of Children with Physical and Organic Disabilities

9.4.1. Definition of Physical and Organic Disabilities
9.4.2. Spina Bifida
9.4.3. Spinal Cord Injury
9.4.4. Physical Disability Due to Illness
9.4.5. Special Educational Needs in Children with Physical Impairment
9.4.6. Educational Response to Special Educational Needs for 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 Psychiatric Disabilities

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

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. 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, Material and Basic Resources
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. Special Education Financing

9.10.1. Financing of Special Education in Europe
9.10.2. Models and Systems for Financing Special Education in Europe
9.10.3. Financing that Supports Educational Administration

Module 10. Emerging Educational Alternatives for the Management of Learning Difficulties

8.1. Introduction
8.2. Information and Communication Technology Applied to Learning Difficulties and Attention to Diversity
8.3. Animal-Assisted Therapies, Attention Deficit (AD) and Diversity Care
8.4. Mindfulness, AD and Diversity Care
8.5. Chess, AD and Diversity Care
8.6. Medication, AD and Diversity Care
8.7. The Effectiveness of Alternative Therapies

Module 11. Theoretical and Methodological Fundamentals in Attention to Diversity and Learning Difficulties in Children

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

11.2.1. Basic Definitions

11.2.1.1. Psychology and its Fundamentals
11.2.1.2. Pedagogy and its Fundamentals
11.2.1.3. Educational Process
11.2.1.4. Teaching-Learning Process

11.2.2. Contributions of Psychology to Pedagogy as a Science

11.2.2.1. In the Theoretical Order
11.2.2.2. In the Methodological Order
11.2.2.3. In the Practical Order

11.2.3. Influence of Educational Psychology on Learning Difficulties

11.2.3.1. The Behavioral Perspective
11.2.3.2. The Cognitive Perspective (Psychic Functions and Processes)
11.2.3.3. Affective Perspective

11.3. Psychopedagogy as a Science Facing the Challenges of Diversity in Education and the Care of Children with Learning Difficulties

11.3.1. Object of Study of Psychopedagogy
11.3.2. Categorical System of Psychopedagogy
11.3.3. Principles of Psychopedagogy
11.3.4. Challenges of Psychopedagogy in the 21st Century

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

11.4.1. Basic Definitions

11.4.1.1. Personality and its Origins

11.4.1.1.1. Biological Factor
11.4.1.1.2. Innate Factor
11.4.1.1.3. Hereditary Factor
11.4.1.1.4. Genetic Factor

11.4.1.2. Cognitive Development and its Theoretical-Practical Importance for Care of LD

11.4.1.2.1. Organic Aspect
11.4.1.2.2. Maturity Aspect
11.4.1.2.3. Functional Aspect
11.4.1.2.4. Social Aspect
11.4.1.2.5. Educational Aspect

11.4.1.3. Learning

11.4.1.3.1. Approach to its Conceptualization
11.4.1.3.2. Necessary Conditions for Learning

11.4.2. Psychopedagogical Characteristics of the Primary School Student

11.4.2.1. 6-8 Year-Old Child

11.4.2.1.1. First Grade Child
11.4.2.1.2. Second Grade Child

11.4.2.2. 8-10 Year-Old Child

11.4.2.2.1. Third Grade Child
11.4.2.2.2. Fourth Grade Child

11.4.2.3. 10-12 Year-Old Child

11.4.2.3.1. Fifth Grade Child
11.4.2.3.2. Sixth Grade Child

11.5. Learning as an Individual and Social Process

11.5.1. Cognitive Strategies
11.5.2. Learning Strategies
11.5.3. Memorization Strategies
11.5.4. Retention Strategies
11.5.5. Evocation Strategies
11.5.6. Problem Solving Strategies

11.6. The Teaching-Learning Process in Primary School

11.6.1. Approach to its Definition

11.6.1.1. Teaching- Learning Process
11.6.1.2. Developmental Teaching- Learning Process

11.6.2. Characteristics of the Developmental Teaching- Learning Process
11.6.3. Potential of the Developmental Teaching-Learning Process
11.6.4. Cooperation, the Necessary Condition in the Teaching-Learning Process

11.6.4.1. Cooperative Learning

11.6.4.1.1. Definition
11.6.4.1.2. Types of Cooperative Groups
11.6.4.1.3. The Characteristics of Cooperative Learning

11.6.5. Forms of Participation in Cooperative Learning

11.6.5.1. In the Classroom
11.6.5.2. In Other Learning Spaces in the School
11.6.5.3. In the Family
11.6.5.4. In the Community

11.6.6. Structure of a Cooperative Learning Class

11.6.6.1. Initiation
11.6.6.2. Development
11.6.6.3. Closure

11.6.7. Creation of Favorable Environments for Learning

Module 12. Learning Disabilities: Historical Approach, Conceptualization, Theories and Classification

12.1. Introduction
12.2. A Historical View of Learning Difficulties

12.2.1. Foundation Stage
12.2.2. Transition Stage
12.2.3. Consolidation Stage
12.2.4. Current Stage

12.3. Critical Vision of Its Conceptualization

12.3.1. Criteria Applied for Its Definition

12.3.1.1. Exclusion Criteria
12.3.1.2. Discrepancy Criteria
12.3.1.3. Specificity Criteria

12.3.2. Some Definitions and Their Regularities
12.3.3. Between Heterogeneity and Differentiation

12.3.3.1. Schoolchild Problems
12.3.3.2. Low School Performance
12.3.3.3. Specific Learning Difficulties

12.3.4. Learning Disorders vs. Learning Difficulties

12.3.4.1. Learning Disorders

12.3.4.1.1. Definition
12.3.4.1.2. Features

12.3.4.2. Overlap of Disorders and Learning Difficulties that Complicate Understanding
12.3.4.3. Difference Between Disorders and Learning Difficulties That Determine the Context of Application and Relevance
12.3.4.4. Special Educational Needs (SEN) and Learning Difficulties

12.3.4.4.1. Definition of SEN
12.3.4.4.2. SEN, Differences and Similarities to Learning Difficulties

12.4. Classification of Learning Difficulties

12.4.1. International Classification Systems

12.4.1.1. DCM-5
12.4.1.2. CIE-10

12.4.2. Classification of Learning Difficulties According to DCM-5
12.4.3. Classification of Learning Difficulties According to CIE-10 (CIE-11 Currently Being Developed)
12.4.4. Comparison of Classification Instruments

12.5. Mainly Theoretical Focus of Learning Difficulties

12.5.1. Neurobiological or Organic Theories
12.5.2. Theories of Cognitive Deficit Processes
12.5.3. Psycholinguistic Theories
12.5.4. Psychogenic Theories
12.5.5. Environmentalist Theories

12.6. Causes of Learning Difficulties

12.6.1. Personal or Intrinsic Factors

12.6.1.1. Biological
12.6.1.2. Psychogenic

12.6.2. Contextual or Extrinsic Factors

12.6.2.1. Environmental
12.6.2.2. Institutional

12.7. Attention Models of Learning Difficulties

12.7.1. Models Focused on the Medical-Clinical Aspects
12.7.2. Models Focused on Cognitive Processes
12.7.3. Models Focused on Observable Deficits
12.7.4. Models Focused on the Curriculum
12.7.5. Educational Model of Integral Education

12.8. Activities for the Integration of Knowledge and its Practical Application
12.9. Recommending Reading
12.10. Bibliography

Module 13. Reflections of the Diagnosis and Evaluation of Learning Difficulties

13.1. Introduction
13.2. Diagnosis and Distinctive Characteristics

13.2.1. Definition
13.2.2. Principles and Functions of the Diagnostic Process
13.2.3. Features of Diagnosis
13.2.4. Types of Diagnosis: Early Diagnostics and Psychopedagogical Diagnosis

13.3. Features of the Evaluation Process

13.3.1. Educational Evaluation
13.3.2. Psychopedagogical Evaluation

13.4. Relationship Between Diagnosis and Evaluation

13.4.1. Theoretical Controversy Between Both Concepts
13.4.2. Complementary Nature of the Diagnostic and Evaluation Processes

13.5. The Diagnostic and Evaluation Process for Learning Difficulties

13.5.1. Definitions

13.5.1.1. Diagnosis and Its Specific Features
13.5.1.2. Assessment and Its Specific Features

13.5.2. Techniques and Instruments for Diagnosis and Evaluation

13.5.2.1. With a Qualitative Focus
13.5.2.2. Based on Standardized Tests
13.5.2.3. Integral Educational Evaluation Focus

13.6. The Evaluation Team and its Interdisciplinary Formation

13.6.1. Possibilities for the Evaluation Team's Composition
13.6.2. Specific Features of the Evaluation Team According to the Way it Works
13.6.3. Role of Each Member of the Team in the Diagnostic Process

13.7. The Psychopedagogical Report as an Instrument for the Communication of Developmental Levels of Students with Learning Difficulties

13.7.1. Dual Purpose of the Report

13.7.1.1. In Evaluation
13.7.1.2. In Care

13.7.2. Essential Components Which Make Up Its Structure

13.7.2.1. Personal Data
13.7.2.2. Assessment Reason
13.7.2.3. Information on the Development of the Child

13.7.2.3.1. Personal background
13.7.2.3.2. Family Background
13.7.2.3.3. Psychosocial Aspects
13.7.2.3.4. School Aspects
13.7.2.3.5. Techniques and Instruments of Applied Evaluation
13.7.2.3.6. Analysis of the Results Obtained

13.7.2.4. Conclusions
13.7.2.5. Recommendations

13.7.3. Particularities in the Way They Are Written

13.8. Activities for the Integration of Knowledge and its Practical Application
13.9. Recommending Reading 
13.10. Bibliography

Module 14. Fundamentals of the Management of Learning Difficulties

14.1. Introduction
14.2. Prevention of Learning Difficulties

14.2.1. Levels of Prevention
14.2.2. Risk Factors
14.2.3. Protective Factors

14.3. Psychopedagogical Intervention in LD

14.3.1. Definition
14.3.2. Principles
14.3.3. Models of Psychopedagogical Intervention

14.4. Integral Educational Attention and Its Implications

14.4.1. Conceptualization
14.4.2. Strategic Planning
14.4.3. Individualized Planning
14.4.4. Integral Educational Planning

14.5. Psychopedagogical Intervention vs. Integral Educational Attention

14.5.1. Theoretical Positions that Support Them
14.5.2. Comparative Analysis: Points of Convergence and Divergence
14.5.3. Relevance of Use in the Context of Diversity

14.6. Theoretical Considerations on School Management

14.6.1. Definitions and Principles of School Management
14.6.2. Management of Educational Institutions or Care Centers

14.6.2.1. Definition and Characteristics of the Management Process
14.6.2.2. Implications of Interdisciplinary Work in School Management
14.6.2.3. The Importance of the Articulation of the Family-School-Community Triad
14.6.2.4. Networking

14.6.2.4.1. Intrasectorial Articulation
14.6.2.4.2. Intersectorial Articulation

14.6.3. School Organization and its Impact on the Educational Process

14.6.3.1. Definition
14.6.3.2. Living Arrangements for Students with LD
14.6.3.3. The Teaching Timetable
14.6.3.4. The Organization of the Teaching-Learning Process for Students with LD: the Classroom, Learning Projects and Other Forms of Organization

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

14.6.4.1. The Healthy and Pedagogical Organization of Teaching 
14.6.4.2. The Teaching Load, Intellectual Work Capacity and Fatigue
14.6.4.3. Conditions of the Physical Environment
14.6.4.4. Conditions of the Psychological Environment
14.6.4.5. Relationship between the Organization of Teaching Activity and the Learning Motivation of Students with LD

14.7. Attention to Diversity in the Inclusive Education Framework

14.7.1. Conceptualization
14.7.2. Theoretical-Methodological Fundamentals

14.7.2.1. Recognition and Respect of Individual Differences
14.7.2.2. Attention to Diversity as a Principle of Inclusive Education

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

14.7.3.1. Definition
14.7.3.2. Types of Curricular Adaptations

14.7.3.2.1. Adaptations in Methodology
14.7.3.2.2. Adaptations in Activities
14.7.3.2.3. Adaptations in Materials and Time
14.7.3.2.4. In Functional Elements

14.8. Activities for the Integration of Knowledge and its Practical Application 
14.9. Recommending Reading 
14.10. Bibliography

Module 15. Language as a Determining Factor in Support for Learning Difficulties

15.1. Introduction
15.2. Thought and Language: Their Relationships

15.2.1. Theories Explaining its Development
15.2.2. Thought and Language. Interdependence
15.2.3. The Place of Language in Learning

15.3. Relationship between Language and Learning Difficulties

15.3.1. Communication, Language, Speech and Language
15.3.2. Language Development General
15.3.3. Language Impairment Prevention

15.4. Language Developmental Delay and its Implications in Learning Difficulties

15.4.1. Conceptualization of Language Development Delay and its Characterization
15.4.2. Causes of Language Developmental Delay
15.4.3. Importance of Early Identification and Care at School
15.4.4. Delayed Language Development as a Risk Factor for Learning Difficulties

15.5. Most Common Language Disorders in Students

15.5.1. Concepts and Delimitations
15.5.2. Speech Disorders: Their Manifestations in the Different Components: Phonetics, Phonology, Morpho-Lexical, Syntax, Semantics and Pragmatics
15.5.3. Speech Disorders: Dyslalia, Dysarthria, Rhinolalia, Dysphonia, and Stuttering

15.6. Language Evaluation

15.6.1. Assessment Tools
15.6.2. Components to be Evaluated
15.6.3. Evaluation Report

15.7. Attention to Language Disorders in Educational Institutions

15.7.1. Language Disorders
15.7.2. Speech Disorders

15.8. Activities for the Integration of Knowledge and its Practical Application
15.9. Recommending Reading
15.10. Bibliography

Module 16. Learning Difficulties in Reading and Their Impact on the Training of a Citizen in the Knowledge Society

16.1. Introduction
16.2. Reading and its Processes

16.2.1. Definition
16.2.2. Lexical Process: The Lexical Route and Phonological Route
16.2.3. Syntax Route
16.2.4. Semantic Route

16.3. The Teaching/Learning Process of Reading for Life

16.3.1. Conditions or Requirements for Learning to Read
16.3.2. Methods for Teaching Reading
16.3.3. Strategies That Aid the Process of Learning to Read

16.4. Prevention of Reading Learning Difficulties

16.4.1. Protective Factors
16.4.2. Risk Factors
16.4.3. Strategies for Promoting Reading
16.4.4. Importance of the Main Educational Agencies in the Promotion of Reading

16.5. Reading and its Learning Difficulties

16.5.1. Characterization of Reading Learning Difficulties
16.5.2. Dyslexia as a Specific Learning Difficulty
16.5.3. Main Difficulties in Reading Comprehension

16.6. Diagnosis and Evaluation of Reading Learning Difficulties

16.6.1. Diagnostic Characterization
16.6.2. Standardized Tests
16.6.3. Non-Standardized Tests
16.6.4. Other Evaluation Instruments

16.7. Attention of Reading Learning Difficulties

16.7.1. Lexical Awareness
16.7.2. Phonological Conscience
16.7.3. Cognitive and Metacognitive Strategies to Favor Reading Comprehension

16.8. Activities for the Integration of Knowledge and its Practical Application
16.9. Recommending Reading
16.10. Bibliography

Module 17. Learning Difficulties in Writing as a Possibility of Lasting Communication

17.1. Introduction 
17.2. Construction and Written Language Process

17.2.1. Stages in Development of Writing
17.2.2. Written Language Construction Levels
17.2.3. Strategies to Favor the Transition Between Construction Levels
17.2.4. Methods for Teaching Written Language
17.2.5. Written Language Production Models

17.2.5.1. Text Types

17.3. Cognitive Processes Involved in Writing

17.3.1. Plan
17.3.2. Production
17.3.3. Review

17.4. Prevention of Writing Learning Difficulties

17.4.1. Protective Factors
17.4.2. Risk Factors
17.4.3. Strategies for the Promotion of Written Language Production
17.4.4. Importance of the Main Educational Agencies in the Promotion of Writing

17.5. Writing and its Learning Difficulties

17.5.1. Errors in the Construction of the Written Language
17.5.2. Specific Errors in the Construction of Written Language
17.5.3. Characterization of the Difficulties of Written Language Production
17.5.4. Dysgraphia as a Specific Learning Difficulty in Writing

17.6. Diagnosis and Evaluation of Learning Difficulties in Writing

17.6.1. State of the Cognitive Processes Involved
17.6.2. Prediction Indicators of Learning Difficulties in Writing
17.6.3. What to Assess from the Second Grade Onwards in Texts Written by Children?

17.7. Care for Learning Difficulties in Writing

17.7.1. Strategies to Promote the Automation of Writing Movements
17.7.2. Strategies to Favor the Planning of a Text
17.7.3. Strategies to Favor the Production of a Written Text
17.7.4. Strategies to Favor the Review of a Written Text

17.8. Activities for the Integration of Knowledge and its Practical Application
17.9. Recommending Reading
17.10. Bibliography

Module 18. Mathematical Learning Difficulty (MLD)

18.1. Introduction
18.2. Mathematical Knowledge, Basic Concepts:

18.2.1. Concept of Quantity and Quantifiers
18.2.2. Space-Time Concepts

18.3. Mathematics and the Processes Involved in its Learning

18.3.1. Classification
18.3.2. Seriation
18.3.3. Correspondence
18.3.4. Conservation of the Object or Substance
18.3.5. Reversibility of Thought
18.3.6. Cognitive and Meta-Cognitive Strategies

18.3.6.1. Directive Model Strategies
18.3.6.2. Counting
18.3.6.3. Numerical Facts

18.4. The Teaching-Learning Process of Mathematics

18.4.1. Subitizing and Counting: Principle of One-to-One Correspondence, Stable -Order, Cardinality, Abstraction and Irrelevance of Order
18.4.2. Learning Numerical Series: Acquisition, Elaboration and Consolidation
18.4.3. Learning Problem Solving: Location of the Variable, Semantic Structure, etc.
18.4.4. Learning Algorithms

18.5. Prevention of Learning Difficulties in Mathematics

18.5.1. Protective Factors
18.5.2. Risk Factors
18.5.3. Strategies for the Promotion of Learning Mathematics

18.6. Math and Its Difficulties

18.6.1. Definition of Learning Difficulties in Mathematics
18.6.2. Learning Difficulties in Mathematics Related to: The Nature of Math Itself; The Organization and Methodology of Teaching; The Student
18.6.3. Common Errors: in Problem-Solving, in Algorithm Steps
18.6.4. Dyscalculia as a Specific Learning Difficulty: Semantic, Perceptive, Procedural
18.6.5. Causes of Mathematical Learning Difficulty (MLD)

18.6.5.1. Contextual Factors
18.6.5.2. Cognitive Factors
18.6.5.3. Neurobiological Factors

18.7. Diagnostics and Evaluation of Mathematical Learning Difficulty (MLD)

18.7.1. Standardized Tests
18.7.2. Non-Standardized Tests
18.7.3. The Integral Educational Evaluation and Diagnosis

18.8. Care of Learning Difficulties in Mathematics

18.8.1. Principles of Care
18.8.2. Teaching of Concepts and Procedures
18.8.3. Problem-Solving Strategies
18.8.4. Discovery Teaching Strategies

18.9. Activities for the Integration of Knowledge and its Practical Application
18.10. Recommending Reading
18.11. Bibliography

Module 19. Attention Deficit Hyperactivity Disorder (ADHD) as a Conditional Associated With Learning Difficulties

19.1. Introduction
19.2. Approach to Attention Deficit Hyperactivity Disorder

19.2.1. Prevalence and Transcendence
19.2.2. Causes of Attention Deficit Hyperactivity Disorder

19.2.2.1. Genetic Factors
19.2.2.2. Neurobiological Factors
19.2.2.3. Endocrine Factors

19.3. Main Theoretical Models That Explain ADHD

19.3.1. Deficits in Inhibitory Response Control
19.3.2. Behavioral Model Focused on the Manifestations of Lack of Attention, Hyperactivity and Impulsion
19.3.3. Model Based on Executive System Dysfunction, Current Consensus

19.4. Characterization of Attention Deficit Hyperactivity Disorder

19.4.1. Predominant Manifestations According to DSM-5
19.4.2. Evolution of ADHD Throughout a Lifetime

19.4.2.1. Breastfeeding
19.4.2.2. In Kindergarten Education Children
19.4.2.3. In Elementary Schoolchildren

19.4.3. ADHD as an Executive Function Disorder

19.4.3.1. Definition of Executive Functions
19.4.3.2. Operative or Work Memory
19.4.3.3. Self-Regulation of Motivation, Emotions and Vigilance

19.4.4. Internalization of Language
19.4.5. Reconstruction

19.5. Diagnosis and Evaluation of Attention Deficit Hyperactivity Disorder

19.5.1. Physiological Evaluation and Diagnosis: Neuroanatomical, Biochemical and Endocrine Aspects
19.5.2. Neuropsychological Evaluation and Diagnosis (Standardized Tests)
19.5.3. Integral Educational Evaluation and Diagnosis: The Observation and Diagnostic Interview With the Student, The Interview With the Parents; The Questionnaire or Measurement Scale for Parents and Teachers

19.6. Integral Educational Care for Students with ADHD

19.6.1. Integration Pharmacological, Psychological and Psychopedagogical Aspects
19.6.2. Consolidation of Integral Educational Care: Work Directly With the Student, In the School Context and The Family Context

19.7. Educational Implication for the Integral Care of Students With Learning Difficulties Associated With ADHD

19.7.1. Main Psycho-Social Problems of Students With Learning Difficulties and ADHD
19.7.2. Main Learning Difficulties in Reading in Those Students: Recognition of Words and Text Comprehension
19.7.3. Main Learning Difficulties in Writing in Those Students: Handwriting and Composing Texts
19.7.4. Main Learning Difficulties in Mathematics: Low Automation of Tasks Related to Numeracy, Mental Calculation, Mathematical Operations and Problem-Solving

19.8. Activities for the Integration of Knowledge and its Practical Application
19.9. Recommending Reading
19.10. Bibliography

Module 20. Emerging Educational Alternatives for the Management of Learning Difficulties

20.1. Introduction
20.2. Information and Communication Technologies (ICT)

20.2.1. Theoretical Fundamentals of ICT
20.2.2. Historical Development of ICT
20.2.3. Classification of ICT

20.2.3.1. Synchronous
20.2.3.2. Asynchronous

20.2.4. ICT Features
20.2.5. Potential of ICT in Different Contexts of Society

20.3. ICT in Educational Environments

20.3.1. Contribution of ICT to Education in General

20.3.1.1. Tradition Education and ICT Incorporation
20.3.1.2. Impact of ICT in 21st Century Education
20.3.1.3. Learning and Teaching With ICT: Expectations, Realities and Potential

20.3.2. ICT Approaches in the Care of Learning Difficulties

20.3.2.1. ICT as an Educational Resource for the Care of Learning Difficulties

20.3.2.1.1. Teaching Reading
20.3.2.1.2. Teaching Writing
20.3.2.1.3. Teaching Mathematics
20.3.2.1.4. Attention Deficit Hyperactivity Disorder (ADHD)

20.3.3. Role of the Teacher in the use of ICT

20.3.3.1. In the Classroom
20.3.3.2. Out-of-Classroom Spaces

20.4. Chess and its Pedagogical Value

20.4.1. Brief Historical Review of Chess
20.4.2. Its Playful Nature
20.4.3. Pedagogical Fundamentals of Play-Science
20.4.4. Chess as an Educational Tool: In the School Context and in Socially Vulnerable Environments
20.4.5. Potentials of Chess in the Teaching- Learning Process of Students with Learning Difficulties

20.4.5.1. Contributions of Chess in Cognitive Activity

20.4.5.1.1. Attention
20.4.5.1.2. Memory
20.4.5.1.3. Motivation
20.4.5.1.4. Managing Emotions
20.4.5.1.5. Strategic Thinking
20.4.5.1.6. Intelligence
20.4.5.1.7. Transfer of Learning

20.4.5.2. Contributions of Chess in the Context of Executive Functions

20.4.5.2.1. Organisation
20.4.5.2.2. Plan
20.4.5.2.3. Execution (Planning, Inhibitory Control, Self-Monitoring)
20.4.5.2.4. Evaluation/Review

20.5. Chess as a Binding Element of the School-Family-Community Triad in the Management of Learning Disabilities

20.5.1. Strengths in the Use of Chess in School to Promote Family Participation in the Educational Process
20.5.2. Possibilities That Chess Offers to Promote Participation of the Community in the School

20.6. Meditation. From Spiritual Practice to its Current Scope

20.6.1. A Brief Approach to Meditation as an Educational Tool

20.6.1.1. Concept of Meditation
20.6.1.2. Origin of Meditation
20.6.1.3. Its Expansion into Different Fields

20.7. Use of the Educational Potential of Meditation for the Management of Learning Difficulties and Attention to Diversity

20.7.1. Scientific Evidence of the Effects of Meditation on the Body, Brain and Interpersonal Relationships

20.7.1.1. Neurological Effects: Structural, Biochemical and Functional in the Brain
20.7.1.2. Psychological Effects
20.7.1.3. Physical Effects

20.7.2. Impact of Meditation Practice in Schoolchildren
20.7.3. Impact of Meditation on Teacher's Modes of Action
20.7.4. Impact of Meditation Practice in School Environment

20.8. Activities for the Integration of Knowledge and its Practical Application
20.9. Recommending Reading
20.10. Bibliography

A unique, key and decisive training experience to boost your professional development”