This Professional master’s degree in Visual Skills and School Performance will generate a sense of confidence when fulfilling your profession, helping you grow both personally and professionally"

This Professional master’s degree offers a broad and comprehensive view of the complex world of the visual system and its implications in different areas of life, including academia, gathering the different theoretical and practical approaches, so that any interested professional will first know what the visual system is, how it develops, what deficiencies it may present, how to detect them, and what interventions to carry out, all with the objective of making it applicable to the workplace.

This is an improvement over programs that eminently focus on physiological bases and physical and functional problems; or exclusively psycho-pedagogical programs, where the implications of visual impairment in the educational system are studied in depth

This broad overview provides a better understanding of how the visual system works, its problems and best practices for intervention, so that professionals can have different application options in their workplaces according to their interests.

This Professional master’s degree addresses aspects related to visual impairment, both from the psychological and medical point of view, without losing sight of the determining role in academic performance.

Students of this Professional master’s degree will have access to the latest advances in educational intervention for visual problems in learning both at a theoretical level, and will learn how to apply it in their present or future profession, thus offering a qualitative advantage over other professionals in the sector.

It also facilitates the incorporation of professionals into the labor market or helping them to get a promotion in their current job in the field. The course provides extensive theoretical and practical knowledge that will improve the professional skills of the students in their jobs

This program makes professionals in this field increase their capacity for success, which results in a better praxis and performance that will have a direct impact on the educational treatment, on the improvement of the educational system and on the social benefit for the whole community.

Upgrade your knowledge through this program on Visual Skills and Academic Performance"

This Professional master’s degree in Visual Skills and School Performance contains the most complete and up-to-date educational program on the market.The most important features include:

• The development of more than 75 case studies presented by experts in Visual Skills and Academic Performance
• 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
• Latest developments on Visual Skills and Academic Performance
• Practical exercises where the self-assessment process can be carried out to improve learning
• Special emphasis on innovative methodologies on Visual Skills and Academic Performance
• 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 Visual Skills and School Performance is the best investment you can make when selecting a refresher program, for two reasons: in addition to updating your knowledge in Visual Skills and Academic Performance, you will obtain a qualification endorsed by TECH Technological"

Its teaching staff includes professionals belonging to the field of Visual Skills and Academic Performance, who bring their work experience to this program, along with renowned specialists belonging to leading societies and prestigious universities.

Thanks to its multimedia content developed with the latest educational technology, they will allow the professional a situated and contextual learning, that is to say, a simulated environment that will provide an immersive learning programmed to prepare in real situations.

This program is designed around Problem-Based Learning, whereby the educators must try to solve the different professional practice situations that arise throughout the educational program. For this purpose, teachers will be assisted by an innovative interactive video system developed by renowned experts in the field of Visual Skills and Academic Performance with extensive teaching experience.

Increase your confidence in decision making by updating your knowledge through this program"

Make the most of this opportunity to learn about the latest advances in Visual Skills and Academic Performance and improve your students’ skill set"

The structure of the contents has been designed by a team of professionals from the best educational institutions and universities in the country, who are aware of the relevance of up-to-date, innovative education and are committed to quality teaching using new educational technologies.

This Professional master’s degree in Visual Skills and School Performance contains the most complete and up-to-date program on the market”

Module 1. Fundamentals of Learning and School Performance

1.1. Defining Learning

1.1.1. Understanding Learning
1.1.2. Types of Learning

1.2. The Characteristics of Learning

1.2.1. Learning Classification
1.2.2. Theories on Learning

1.3. Learning Assessment

1.3.1. Learning in Childhood
1.3.2. Learning in Adolescence

1.4. Basic Processes in Learning

1.4.1. The Sensation Process in Learning
1.4.2. The Perception Process in Learning

1.5. Attention Processes in Learning

1.5.1. The Process of Attention in Learning
1.5.2. Attention Problems in Learning

1.6. Cognitive Processes and Metacognitive Learning

1.6.1. The Cognitive Process in Learning
1.6.2. The Process of Metacognition in Learning

1.7. Evolution of Psychological Processes in Learning

1.7.1. Origin of Psychological Processes in Learning
1.7.2. Evolution of Psychological Processes in Learning

1.8. The Role of the Family in Education

1.8.1. The family as the First Socializing Agent in Learning
1.8.2. Family Educational Models

1.9. The Educational Context

1.9.1. Features of Non-formal Education
1.9.2. Features of Formal Education

1.10.  Learning Difficulties

1.10.1. Difficulties due to Cognitive Impairments
1.10.2. Difficulties in Academic Performance

Module 2. Neurolinguistics

2.1. Language and the Brain 

2.1.1. Communicative Processes of the Brain 
2.1.2. The Brain and Speech 

2.2. The Psycholinguistic Context 

2.2.1. Foundations of Psycholinguism 
2.2.2. The Brain and Psycholinguism 

2.3. Language Development vs. Neural Development 

2.3.1. Neural Foundations of Language 
2.3.2. Neural Development of Language 

2.4. Critical Language Periods 

2.4.1. Childhood and Language 
2.4.2. Adulthood and Language 

2.5. The Brain in Bilingualism 

2.5.1. Native Language at the Neural Level 
2.5.2. Multiple Languages at the Neural Level 

2.6. Intelligence vs. Language 

2.6.1. Intelligence and Linguistic Development 
2.6.2. Types of Intelligence and Language 

2.7. Language in Childhood 

2.7.1. Phases of Language in Childhood 
2.7.2. Difficulties in Childhood Language Development 

2.8. Language in Adolescence 

2.8.1. Adolescence Language Development 
2.8.2. Language Difficulties in Adolescence 

2.9. Language in the Elderly 

2.9.1. Adulthood Language Development 
2.9.2. Language Difficulties in Adulthood 

2.10. Psychopathology and Language 

2.10.1. Clinical Language Psychology 
2.10.2. Personality and Language

Module 3. The Visual System 

3.1. The Visual Nervous System

3.1.1. Neurons and Neuronal Network in the Eye
3.1.2. Poles and Cones

3.2. The Peripheral Visual Nervous System

3.2.1. Sympathetic Nervous System
3.2.2. Parasympathetic Nervous System

3.3. The Central Visual Nervous System

3.3.1. Nerves and Ocular Tracts
3.3.2. The Visual Cortex

3.4. Eye Embryology

3.4.1. Ectoderm
3.4.2. Mesoderm

3.5. Childhood Visual Development

3.5.1. Infant Eye Development
3.5.2. Visual Development in the First Year of Life

3.6. Ontogenetic Development

3.6.1. Monocular Reflexes
3.6.2. Binocular Reflexes

3.7. Adolescence Visual Development 

3.7.1. Adolescent Visual Development

3.8. Neurodegenerative Pathologies

3.8.1. Visual Development in Neurodegenerative Pathologies

3.9. Congenital Visual Problems

3.9.1. Classification and Symptomatology
3.9.2. Detection and Intervention

3.10. Acquired Visual Problems

3.10.1. Classification and Symptomatology
3.10.2. Detection and Intervention

Module 4. Visual Dysfunctions 

4.1. Extraocular Muscles

4.1.1. Straight Muscles 
4.1.2. Oblique Muscles 

4.2. Eye Movements I

4.2.1. Ductions
4.2.2. Versions

4.3. Eye Movements II

4.3.1. Convergence
4.3.2. Divergence

4.4. Associated with Parallelism

4.4.1. Non-Paralytic Strabismus
4.4.2. Refractive Strabismus

4.5. Intraocular Muscles

4.5.1. Ciliary Muscles 
4.5.2. Lens 

4.6. Muscles Associated with Vision Loss in One Eye

4.6.1. Monocular Amblyopia
4.6.2. Bilateral Amblyopia

4.7. Associated with Accommodation

4.7.1. Insufficient/Excessive Accommodation
4.7.2. Accommodation Inflexibility

4.8. Associated with Vergences

4.8.1. Insufficient/Excessive Convergence or Divergence
4.8.2. Convergence/Divergence Inflexibility

4.9. Associated with Oculomotor Dysfunctions

4.9.1. Fixation 
4.9.2. Monitoring
4.9.3. Saccadic

4.10. Associated with Refractive Defects

4.10.1. Myopia
4.10.2. Hyperopia

Module 5. Ocular Pathologies

5.1. Associated with Parallelism

5.1.1. Paralytic Strabismus

5.2. Associated with Eye Movement

5.2.1. Congenital Nistagmus
5.2.2. Nistagmus in Childhood

5.3. Associated to Macula

5.3.1. Myopic Macular Hole
5.3.2. Muscular Degeneration Related to Aging

5.4. Associated to Cornea and Conjunctiva

5.4.1. Conjunctivitis
5.4.2. Corneal Dystrophies

5.5. Associated to Glaucoma

5.5.1. Neovascular Glaucoma
5.5.2. Congenital Glaucoma

5.6. Associated to Color

5.6.1. Color Blindness
5.6.2. Achromatopsia

Module 6. The Visual System and Reading

6.1. Reading Foundations

6.1.1. The Reading Process
6.1.2. Development Associated to Reading

6.2. Processes Involved in Reading

6.2.1. Perceptive Processes
6.2.2. Lexical Processes
6.2.3. Syntactic Processes
6.2.4. Semantic Processes

6.3. Prerequisites for Learning to Read

6.3.1. Perceptive/Motor Skills
6.3.2. Language Skills
6.3.3. Cognitive Skills
6.3.4. Motivational Skills

6.4. The Visual System in Reading I. Accommodation

6.4.1. Ciliary Muscles
6.4.2. Visual Sharpness. Accommodation

6.5. The Visual System in Reading II. Ocular Motricity

6.5.1. Extraocular Muscles
6.5.2. Eye Movements Versions
6.5.3. Saccadic Movements
6.5.4. Regression Movements

6.6. The Visual System in Reading III. Binocularity

6.6.1. Extraocular Muscles
6.6.2. Vergences

6.7. Neuropsychological Function in Reading I: Detection and Assessment 
6.8. Neuropsychological Function in Reading II: Intervention 

Module 7. The Visual System and Writing

7.1. Reading Foundations

7.1.1. The Writing Process. Classification and Symptomatology
7.1.2. Development Associated to Writing

7.2. Planning Process

7.2.1. Evaluation
7.2.2. Intervention

7.3. Syntactic Processes

7.3.1. Evaluation
7.3.2. Intervention

7.4. Lexical Processes

7.4.1. Evaluation
7.4.2. Intervention

7.5. Motor Processes

7.5.1. Evaluation
7.5.2. Intervention

7.6. Visual Skills Required for Writing I: Vision

7.6.1. Oculomotricity, Accommodation, Binocularity
7.6.2. Hand-Eye Coordination

7.7. Visual Skills Required for Writing II: Perception

7.7.1. Laterality Visuospatial Organization
7.7.2. Discrimination, Visual and Auditory Memory

7.8. Primitive Reflexes and Writing

7.8.1. Palmar Reflex
7.8.2. Asymmetric Tonic Reflex

7.9. Writing Disorders

7.9.1. Copying and Dictation
7.9.2. Writing: Written Composition
7.9.3. Spelling Mistakes
7.9.4. Bad Handwriting

7.10. Visual Hygiene Rules in Writing

7.10.1. Posture
7.10.2. Environment

Module 8. The Visual System and Learning

8.1. Visual Development and Learning

8.1.1. Evolutionary Development of Vision
8.1.2. Visual Problem Indicators in Learning

8.2. Vision and Academic Failure

8.2.1. Symptomatology of Visual Problems at School
8.2.2. Detection of Visual Problems at School

8.3. Attention Processes and Perceptual Learning

8.3.1. Attention Models
8.3.2. Types of care

8.4. Perceptual Processes in Learning I

8.4.1. Visual Discrimination
8.4.2. Constancy of Form

8.5. Perceptual Processes in Learning II

8.5.1. Visual Closure
8.5.2. Background Figure

8.6. Perceptual Processes in Learning III

8.6.1. Laterality
8.6.2. Visuospatial Organization

8.7. Perceptual Processes in Learning IV: Memory

8.7.1. Visual Memory
8.7.2. Auditory Memory
8.7.3. Multisensorial Memory

8.8. Attention and Visual Perception Problems

8.8.1. Attention Deficit Disorder with or without Hyperactivity
8.8.2. Reading Problems: Delayed Reading Acquisition
8.8.3. Writing Problems

8.9. Problems Associated with Visual Information Processing

8.9.1. Discrimination Difficulties
8.9.2. Closure and Inversion Difficulties

8.10. Problems Associated with Visual Memory

8.10.1. Short-Term Memory Difficulties vs. Long-Term Visual
8.10.2. Difficulties with Other Memory Like Semantic Memory

8.11. Other Vision-Related Learning Problems

8.11.1. Mental Disability and Intellectual Disability
8.11.2. Other Development Disorders

8.12. Educational Intervention in Visual Impairment

8.12.1.Curricular Adaptations to Visual Impairment
8.12.2.Media Adaptations to Visual Impairment

Module 9. Visual Disability and Educational Intervention

9.1. Defining Visual Disability 
9.2. Visual Impairment and Blindness in Child Development 
9.3. Intervention in Early Years of Life: Early Care 
9.4. Educational Inclusion: The Specific Educational Support Needs of Students with Visual Impairment  
9.5. Educational Inclusion: Curricular Adaptations for Students with Visual Impairment 
9.6. Visual Stimulation and Rehabilitation 
9.7. Braille Reading and Writing System 
9.8. Tiflotechnology and Assistive Technology for Educational Use
9.9. Deaf-Blindness Intervention 

Module 10. Ergonomics and Lighting

10.1. Ergonomics: General Concepts

10.1.1. Introduction to Ergonomics
10.1.2. Basic Principles of Ergonomics

10.2. Lighting and Ergonomics
10.3. Ergonomics in Working with Data Visualization Displays
10.4. Lighting Design in the Classroom

10.4.1. Lighting Requirements
10.4.2. Furniture Requirements

10.5. Ergonomics and Optometry

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