Learning Difficulties in Literacy must be addressed in time to enable the progress of those affected. Don't think twice and enroll with TECH”

Diversity is understood as differences that students exhibit in learning, differences in terms of aptitudes, interests, motivations, abilities, maturation rates, learning styles, previous experiences and knowledge, social and cultural environments, etc., The unique mix of student typologies and profiles should largely determine educational planning and actions in each case.

The perspective from the emerging psychological paradigm must be inclusive and must be based on a biopsychosocial model that contemplates attention to diversity from a comprehensive approach aimed at the entire educational community. Psychologists, especially child psychologists, as well as related educational and social-health professions, need to know how to recognize this type of patient and identify their needs and have the knowledge and tools to intervene at a personal, socio-familial and, above all, educational level.

This program responds to the demand for continuous professional development and is aimed primarily at child psychologists. With this Postgraduate diploma, Psychologists will acquire skills to manage learning difficulties and diversity in the educational context, adapting attention to diversity plans and educational projects for use in centers.

At the same time, social demands are greater and more numerous on education systems globally, in order to achieve democracy, equality and equity in schools; without segregation, discrimination due to differences and capable of accommodating everyone within the framework of recognition of diversity.

The design of the Postgraduate diploma was developed by an academic committee composed of specialists with experience in the clinical, educational and social fields. These professionals apply their expertise to support the professional development needs of Psychologist working in interdisciplinary and multidisciplinary teams, school management structures and specialized care. In this sense, they carried out a whole process of research and integration of criteria based on the objectives set for the academic program.

This 100% online Postgraduate diploma is the perfect opportunity to learn the new techniques in Learning Difficulties in Literacy”

This Postgraduate diploma in Learning Difficulties in Literacy contains the most complete and up-to-date program on the market. The most important features include:

• Practical cases presented by experts in Learning Difficulties in Literacy
• 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 innovations in Learning Difficulties in Literacy
• Its practical exercises where to perform the self-assessment process to improve learning
• The interactive learning system based on algorithms for making decisions on the situations posed
• 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

We offer you the opportunity to train with a multitude of practical cases that will help you to specialize in Learning Difficulties in Literacy and become a leading psychologist”

The teaching staff is made up of professional experts in learning difficulties, who apply their experience to this program as well as renowned specialists from leading organizations around the world.

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 an immersive program designed to learn in real situations.

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise throughout the program. For this purpose, the psychologist will be assisted by an innovative interactive video system developed by renowned and experienced experts in Learning Difficulties in Literacy.

Our multimedia content will make it easier for you to access the information. You will be able to update your knowledge in an easy and practical way from any device with an internet connection"

You can organize the sessions at your own study pace, choosing your own schedule and combining it with the rest of your daily commitments"

The syllabus for this program has been designed by a team of experts in Learning Difficulties and Attention to Diversity who have combined all their knowledge to offer you the best professional development option on the market, with the most up-to-date and rigorous content you will find on this subject. Thus, this group of psychologists and educators have set themselves the goal of educating you and catapulting you to professional success.

This Postgraduate diploma is the best program available, with the most up-to-date and rigorous content on the market”

Module 1. Management of Learning Difficulties Fundamentals

1.1. Introduction
1.2. Prevention of Learning Difficulties

1.2.1. Levels of Prevention
1.2.2. Risk Factors
1.2.3. Protective Factors

1.3. Psychopedagogical Intervention in LD

1.3.1. Definition
1.3.2. Principles
1.3.3. Models of Psychopedagogical Intervention

1.4. Integral Educational Attention and Its Implications

1.4.1. Conceptualization
1.4.2. Strategic Planning
1.4.3. Individualized Planning
1.4.4. Integral Educational Planning

1.5. Psychopedagogical Intervention vs. Integral Educational Attention

1.5.1. Theoretical Positions that Support Them
1.5.2. Comparative Analysis: Points of Convergence and Divergence
1.5.3. Relevance of Use in the Context of Diversity

1.6. Theoretical Considerations on School Management

1.6.1. Definitions and Principles of School Management
1.6.2. Management of Educational Institutions or Care Centers

1.6.2.1. Definition and Characteristics of the Management Process
1.6.2.2. Implications of Interdisciplinary Work in School Management
1.6.2.3. The Importance of the Articulation of the Family-School-Community Triad
1.6.2.4. Networking

1.6.2.4.1. Intrasectorial Articulation
1.6.2.4.2. Intersectorial Articulation

1.6.3. The School Organization and its Impact on the Educational Process

1.6.3.1. Definition
1.6.3.2. Living Arrangements for Students with LD
1.6.3.3. The Teaching Timetable
1.6.3.4. The Organization of the Teaching-Learning Process for Students with LD: the Classroom, Learning Projects and Other Forms of Organization

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

1.6.4.1. The Healthy and Pedagogical Organization of the Teaching Activity
1.6.4.2. The Teaching Load, Intellectual Work Capacity and Fatigue
1.6.4.3. Conditions of the Physical Environment
1.6.4.4. Conditions of the Psychological Environment
1.6.4.5. Relationship of Organization of Teaching Activity With the Learning Motivation of Students with LD

1.7. Attention to Diversity in the Framework of Educational Inclusion

1.7.1. Conceptualization
1.7.2. Theoretical-Methodological Fundamentals

1.7.2.1. Recognition and Respect of Individual Differences
1.7.2.2. Attention to Diversity as a Principle of Educational Inclusion

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

1.7.3.1. Definition
1.7.3.2. Types of Curricular Adaptations

1.7.3.2.1. Adaptations in the Methodology
1.7.3.2.2. Adaptations in the Activities
1.7.3.2.3. Adaptations in the Materials and the Time
1.7.3.2.4. In the Functional Elements

1.8. Activities for the Integration of Knowledge and its Practical Application
1.9. Recommending Readings
1.10. Bibliography

Module 2. Language as a Determining Element in Attention to Learning Difficulties

2.1. Introduction
2.2. Thought and Language: Their Relationships

2.2.1. Theories Explaining its Development
2.2.2. Thought and Language. Interdependence
2.2.3. The place of Language in Learning

2.3. Relationship of Language With Learning Difficulties

2.3.1. Communication, Language, Speech and Language
2.3.2. Language Development General
2.3.3. Language Impairment Prevention

2.4. Delayed Language Development and its Implications for Learning Difficulties

2.4.1. Conceptualization of Language Development Delay and its Characterization
2.4.2. Causes of Language Developmental Delay
2.4.3. Importance of Early Identification and Care at School
2.4.4. Delayed Language Development as a Risk Factor for Learning Difficulties

2.5. Most Common Language Disorders in Students

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

2.6. Language Evaluation

2.6.1. Assessment Tools
2.6.2. Components to be Evaluated
2.6.3. Evaluation Report

2.7. Attention to Language Disorders in Educational Institutions

2.7.1. Language Disorders
2.7.2. Speech Disorders

2.8. Activities for the Integration of Knowledge and its Practical Application
2.9. Recommending Readings
2.10. Bibliography

Module 3. Learning Difficulties in Reading and Their Impact on the Training of Citizens in the Knowledge Society

3.1. Introduction
3.2. Reading and its Processes

3.2.1. Definition
3.2.2. Lexical Process: The Lexical Route and Phonological Route
3.2.3. Syntax Route
3.2.4. Semantic Route

3.3. The Teaching/ Learning Process of Reading for Life

3.3.1. Conditions or Requirements for Learning to Read
3.3.2. Methods for Teaching Reading
3.3.3. Strategies That Favor the Process of Learning to Read

3.4. Prevention of Reading Learning Difficulties

3.4.1. Protective Factors
3.4.2. Risk Factors
3.4.3. Strategies for Promoting Reading
3.4.4. Importance of the Main Educational Agencies in the Promotion of Reading

3.5. Reading and its Learning Difficulties

3.5.1. Characterization of Reading Learning Difficulties
3.5.2. Dyslexia as a Specific Learning Difficulty
3.5.3. Main Difficulties in Reading Comprehension

3.6. Diagnosis and Evaluation of Reading Learning Difficulties

3.6.1. Diagnostic Characterization
3.6.2. Standardized Tests
3.6.3. Non-Standardized Tests
3.6.4. Other Evaluation Instruments

3.7. Attention of Reading Learning Difficulties

3.7.1. Lexical Awareness
3.7.2. Phonological Conscience
3.7.3. Cognitive and Metacognitive Strategies to Favor Reading Comprehension

3.8. Activities for the Integration of Knowledge and its Practical Application
3.9. Recommending Readings
3.10. Bibliography

Module 4. Learning Difficulties in Writing as a Possibility of Lasting Communication

4.1. Introduction
4.2. Construction and Written Language Process

4.2.1. Stages in Development of Writing
4.2.2. Written Language Construction Levels
4.2.3. Strategies to Favor the Transition Between Construction Levels
4.2.4. Methods for Teaching Written Language
4.2.5. Written Language Production Models

4.2.5.1. Text Types

4.3. Cognitive Processes Involved in Writing

4.3.1. Planning
4.3.2. Production
4.3.3. Review

4.4. Prevention of Writing Learning Difficulties

4.4.1. Protective Factors
4.4.2. Risk Factors
4.4.3. Strategies for the Promotion of Written Language Production
4.4.4. Importance of the Main Educational Agencies in the Promotion of Writing

4.5. Writing and its Learning Difficulties

4.5.1. Errors in the Construction of the Written Language
4.5.2. Specific Errors in the Construction of Written Language
4.5.3. Characterization of the Difficulties of Written Language Production
4.5.4. Digraphy as a Specific Handwriting Learning Difficulty

4.6. Diagnosis and Evaluation of Learning Difficulties in Writing

4.6.1. State of the Cognitive Processes Involved
4.6.2. Prediction Indicators of Learning Difficulties in Writing
4.6.3. What to Assess From the Second Grade Onwards in Texts Written by Children?

4.7. Care for Learning Difficulties in Writing

4.7.1. Strategies to Promote the Automation of Writing Movements
4.7.2. Strategies to Favor the Planning of a Text
4.7.3. Strategies to Favor the Production of a Written Text
4.7.4. Strategies to Favor the Review of a Written Text

4.8. Activities for the Integration of Knowledge and its Practical Application
4.9. Recommending Read

A comprehensive and high-quality Postgraduate diploma that will allow you to further your career”