Thanks to this 100% online program, you will design and implement personalized educational intervention strategies based on neuropsychological principles”

Neuropsychology applied to Education represents one of the most demanding yet transformative fields within pedagogy. This is because it requires a deep understanding of the biological, cognitive, and emotional foundations of development, which compels experts to stay constantly updated. Hence the importance of professionals having a comprehensive knowledge for the optimal interpretation of neurocognitive indicators, as well as translating that knowledge into effective pedagogical strategies.

In this context, TECH Global University launches an innovative program in Neuropsychology and Education. Designed by leading experts in this field, the academic pathway will delve into the connections between neuroscience and learning. Additionally, the curriculum will address essential topics such as brain plasticity, language development, and the influence of the senses on cognitive processes. As a result, graduates will acquire advanced competencies to design educational proposals tailored to students’ cognitive, emotional, and behavioral characteristics. Furthermore, they will be able to apply evidence-based techniques to promote the development of skills such as attention, memory, and self-regulation.

The university program is also based on the Relearning method, of which TECH is a pioneer, ensuring the thorough assimilation of complex concepts. It is worth noting that all experts need to access this Virtual Campus is a device with internet access. On this platform, they will find a variety of supporting multimedia resources such as explanatory videos, real-life case studies, or specialized readings based on the latest scientific evidence. Moreover, graduates will have the freedom to plan their own schedules and study pace.

You will be able to identify cognitive and emotional disturbances that affect school behavior at an early stage”

This Master's Degree in Neuropsychology and Education contains the most complete and up-to-date university program on the market. Its most notable features are:

• The development of practical cases presented by experts in Neuropsychology and Education
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where the self-assessment process can be carried out to improve learning
• Its special emphasis on innovative methodologies in Neuropsychology and Education
• 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

The disruptive Relearning system created by TECH will allow you to learn with less effort and more efficiency, engaging you more deeply in your professional specialization”

The teaching staff includes professionals from the field of Neuropsychology and Education, who bring their practical experience to this program, as well as recognized 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 an immersive learning experience designed to prepare for real-life situations.

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

You will adapt your teaching methodologies to the neurocognitive characteristics of students with specific educational support needs"

You will use modern neuropsychological assessment tools to support pedagogical decision-making"

The syllabus of this program has been designed by a team of experts in neuroeducation, neuropsychology, and pedagogy. It addresses the main learning and development difficulties, enabling graduates to identify the specific needs of students. Throughout the modules, the program delves into the most advanced pedagogical techniques to promote cognitive and emotional development, fostering classroom participation. Additionally, innovative strategies are incorporated to improve visual perception, auditory perception, motor skills, and the integration of new technologies into the educational process.

You will promote the design of inclusive learning environments, tailored to the functional and cognitive diversity of students”

Module 1. Principles of Neurosciences

1.1. The Nervous System and Neurons

1.1.1. Introduction
1.1.2. Development and Latest Approaches

1.2. Basic Anatomy of Learning-Related Structures

1.2.1. Description
1.2.2. Physiology of Learning

1.3. Psychological Processes Related to Learning.

1.3.1. Emotions and Learning
1.3.2. Emotional Approaches

1.4. The Main Brain Structures Related to Motor Skills

1.4.1. Brain and Motor Development
1.4.2. Laterality and Development

1.5. The Plastic Brain and Neuroplasticity

1.5.1. Definition of Plasticity
1.5.2. Neuroplasticity and Education

1.6. Epigenetics

1.6.1. Definition and Origins

1.7. Effects of the Environment on Brain Development

1.7.1. Current Theories
1.7.2. The Influence of the Environment on Child Development

1.8. Changes in the Infant's Brain

1.8.1. Brain Development in Infancy
1.8.2. Characteristics

1.9. Evolution of the Adolescent Brain

1.9.1. Brain Development in Adolescence
1.9.2. Characteristics

1.10. The Adult Brain

1.10.1. Characteristics of the Adult Brain
1.10.2. The Adult Brain and Learning

Module 2. Developmental Neuropsychology

2.1. Neuroscience

2.1.1. Introduction
2.1.2. Concept of Neuroscience
2.1.3. Neuromyths

2.2. The Brain: Structure and Function

2.2.1. Primary Brain Structures
2.2.2. Triune Model
2.2.3. Bilateral Model
2.2.4. Cognitive Brain and Emotional Brain
2.2.5. Neurons
2.2.6. What Are Neurotransmitters?

2.3. Neuroscience and Learning

2.3.1. What is Learning?
2.3.2. Mirror Neurons
2.3.3. Levels of Learning
2.3.4. Learning Styles
2.3.5. Types of Learning

2.4. Multiple Intelligences

2.4.1. Definition
2.4.2. Classification
2.4.3. Multiple Intelligences and Neurodidactics
2.4.4. Multiple Intelligences in the Classroom
2.4.5. Advantages and Drawbacks in Education

2.5. Neuroscience - Education

2.5.1. Neuroeducation
2.5.2. Memory
2.5.3. Emotion
2.5.4. Attention
2.5.5. Motivation
2.5.6. Contributions of Neurodidactics to Learning Strategies

2.6. Neuroscience in the Classroom

2.6.1. The Role of the Neuroeducator
2.6.2. Neuroeducational and Neuropedagogical Importance
2.6.3. Empathic Attitude and Learning
2.6.4. Classroom Applications
2.6.5. Classroom Organization

2.7. Playing and New Technologies

2.7.1. Etymology of Playing
2.7.2. Benefits of Playing
2.7.3. Learning by Playing
2.7.4. The Neurocognitive Process
2.7.5. Basic Principles of Educational Games
2.7.6. Neuroeducation and Board Games
2.7.7. Educational Technology and Neuroscience
2.7.8. Development of Executive Functions

2.8. Body and Brain

2.8.1. The Connection between Body and Brain
2.8.2. The Social Brain
2.8.3. How Do We Prepare the Brain for Learning?
2.8.4. Nutrition
2.8.5. Rest and Learning

2.9. Neuroscience for Preventing School Failure

2.9.1. Benefits of Neuroscience
2.9.2. Elements for a Success-Oriented Pedagogy
2.9.3. Some Suggestions for Improving the Learning Process

2.10. Reason and Emotion

2.10.1. The Binomial Reason and Emotion
2.10.2. What Are Our Emotions Good for?
2.10.3. Why Educate Emotions in the Classroom?
2.10.4. Effective Learning through Emotions

Module 3. Neuroeducation

3.1. Introduction to Neuroeducation
3.2. Main Neuromyths
3.3. Attention
3.4. Emotion
3.5. Motivation
3.6. The Learning Process
3.7. Memory
3.8. Stimulation and Early Interventions
3.9. Importance of Creativity in Neuroeducation
3.10. Methodologies that Allow the Transformation of Education into Neuroeducation

Module 4. Visual and Auditory Functionality for Reading, Language, Languages and Learning

4.1. Vision: Functioning and Neuropsychological Bases

4.1.1. Introduction
4.1.2. Development of the Visual System at Birth
4.1.3. Risk Factors
4.1.4. Development of Other Sensory Systems During Infancy
4.1.5. Influence of Vision on the Visuomotor System and its Development
4.1.6. Normal and Binocular Vision
4.1.7. Anatomy of Human Eyes
4.1.8. Eye Functions
4.1.9. Other Functions
4.1.10    Visual Pathways to the Cerebral Cortex
4.1.11. Elements that Favor Visual Perception
4.1.12    Vision Diseases and Alterations
4.1.13    Most Common Eye Disorders or Diseases: Classroom Interventions
4.1.14    Computer Vision Syndrome (CVS)
4.1.15    Attitudinal Observation of the Student
4.1.16    Summary
4.1.17    Bibliographic References

4.2. Visual Perception, Assessment and Intervention Programs

4.2.1. Introduction
4.2.2. Human Development: Development of the Sensory Systems
4.2.3. Sensory Perception
4.2.4. Neurodevelopment
4.2.5. Description of the Perceptual Process
4.2.6. Color Perception
4.2.7. Perception and Visual Skills
4.2.8. Evaluation of Visual Perception
4.2.9. Intervention for the Improvement of Visual Perception
4.2.10    Summary
4.2.11    Bibliographic References

4.3. Tracking Eye Movements

4.3.1. Introduction
4.3.2. Eye Movements
4.3.3. Tracking Eye Movements
4.3.4. Ocular Motility Recording and Assessment
4.3.5. Ocular Motility-Related Disorders
4.3.6. The Visual System and Reading
4.3.7. Development of Skills in Learning to Read
4.3.8. Improvement and Training Programs and Activities
4.3.9. Summary
4.3.10. Bibliographic References

4.4. Saccadic Movements and Their Implication in Reading

4.4.1. Introduction
4.4.2. Models of the Reading Process
4.4.3. Saccadic Movements and Their Relation to Reading
4.4.4. How are Saccadic Movements Evaluated?
4.4.5. The Reading Process at the Visual Level
4.4.6. Visual Memory in the Reading Process
4.4.7. Investigations to Study the Relationship Between Visual Memory and Reading
4.4.8. Reading Difficulties
4.4.9. Specialized Teachers
4.4.10    Social Educators
4.4.11. Summary
4.4.12    Bibliographic References

4.5. Visual Accommodation and its Relation to Posture in the Classroom

4.5.1. Introduction
4.5.2. Mechanisms that Allow for Accommodation or Focus
4.5.3. How is Visual Accommodation Assessed?
4.5.4. Body Posture in the Classroom
4.5.5. Visual Accommodation Training Programs
4.5.6. Aids for Visually Impaired Students
4.5.7. Summary
4.5.8. Bibliographic References

4.6. Structure and Function of the Ear

4.6.1. Introduction
4.6.2. The World of Sound
4.6.3. Sound and its Propagation
4.6.4. The Auditory Receptors
4.6.5. Ear Structure
4.6.6. Development of the Hearing System at Birth
4.6.7. Development of Sensory Systems during Infancy
4.6.8. Influence of the Ear on Balance Development
4.6.9. Ear Diseases
4.6.10    Summary
4.6.11. Bibliographic References

4.7. Auditory Perception

4.7.1. Introduction
4.7.2. Guidelines for Detecting Auditory Perception Problems
4.7.3. The Perceptive Process
4.7.4. Role of the Auditory Pathways in Perceptual Processes
4.7.5. Children with Impaired Auditory Perception
4.7.6. Evaluation Tests
4.7.7. Summary
4.7.8. Bibliographic References

4.8. Evaluation of Hearing and its Alterations

4.8.1. Introduction
4.8.2. Evaluation of the External Auditory Canal
4.8.3. Otoscopy
4.8.4. Air Audiometry
4.8.5. Bone Conduction Hearing
4.8.6. Curve of the Pain Threshold
4.8.7. Tone Audiometry, Vocal Audiometry and Acoustic Audiometry
4.8.8. Hearing Impairment: Degrees and Types of Hearing Loss
4.8.9. Causes of Hearing Loss
4.8.10. Psychobiological Aspects of Hearing Impairment
4.8.11. Summary
4.8.12. Bibliographic References

4.9. Hearing and Learning Development

4.9.1. Introduction
4.9.2. Development of the Human Ear
4.9.3. Programs, Activities and Games for Auditory Development in Children
4.9.4. Berard Method
4.9.5. Tomatis Method
4.9.6. Visual and Hearing Health
4.9.7. Adaptations of Curricular Elements
4.9.8. Summary
4.9.10    Bibliographic References

4.10. Vision and Hearing Processes Involved in Reading

4.10.1. Introduction
4.10.2. Tracking Eye Movements
4.10.3. The Visual System and Reading
4.10.4. Dyslexia
4.10.5. Color-Based Therapies for Dyslexia
4.10.6. Visual Impairment Aids
4.10.7. Summary
4.10.8. Bibliographic References

4.11. Relationship Between Vision and Hearing in Language

4.11.1. Introduction
4.11.2. Relationship Between Vision and Hearing
4.11.3. Verbal-Auditory and Visual Information Processing
4.11.4. Intervention Programs for Hearing Disorders
4.11.5. Guidelines for Teachers
4.11.6. Summary
4.11.7. Bibliographic References

Module 5. Motor Skills, Laterality and Writing

5.1. Neurodevelopment and Learning

5.1.1. Introduction
5.1.2. Perceptual Development
5.1.3. Neuropsychological Basis of Motor Development
5.1.4. Laterality Development
5.1.5. Interhemispheric Communication through the Corpus Callosum
5.1.6. Ambidextrousness
5.1.7. Summary
5.1.8. Bibliographic References

5.2. Psychomotor Development

5.2.1. Introduction
5.2.2. Gross Psychomotricity
5.2.3. General Dynamic Coordination: Basic Skills
5.2.4. Fine Motor Skills and their Relationship with Writing
5.2.5. Psychomotor Development Assessment
5.2.6. Summary
5.2.7. Bibliographic References

5.3. Neuropsychology of Motor Development

5.3.1. Introduction
5.3.2. Relationship between Motor and Psychism
5.3.3. Disorders of Motor Development
5.3.4. Coordination Acquisition Disorders
5.3.5. Vestibular System Disorders
5.3.6. Writing
5.3.7. Summary
5.3.8. Bibliographic References

5.4. Introduction to Laterality Development

5.4.1. Introduction
5.4.2. Laterality Tests
5.4.3. Observation Guidelines for Teachers
5.4.4. Crossed Laterality
5.4.5. Types of Cross Laterality
5.4.6. Relationship between Dyslexia and Laterality
5.4.7. Relationship between Laterality and Attention, Memory and Hyperactivity Problems
5.4.8. Summary
5.4.9. Bibliographic References

5.5. Development of Laterality at Different Ages

5.5.1. Introduction
5.5.2. Laterality Definition
5.5.3. Types of Laterality
5.5.4. Corpus Callosum
5.5.5. Cerebral Hemispheres
5.5.6. Development of the Prelateral, Contralateral and Lateral Stages
5.5.7. Summary
5.5.8. Bibliographic References

5.6. Motor Disorders and Related Learning Difficulties

5.6.1. Introduction
5.6.2. Motor Disorders
5.6.3. Learning Difficulties
5.6.4. Summary
5.6.5. Bibliographic References

5.7. Writing Process and Acquisition

5.7.1. Introduction
5.7.2. Reading Difficulties
5.7.3. Comprehension Problems that Students May Develop
5.7.4. Evolutionary Development of Writing
5.7.5. History of Writing
5.7.6. Neuropsychological Basis of Writing
5.7.7. Teaching Written Expression
5.7.8. Methods of Teaching Writing
5.7.9. Writing Workshops
5.7.10. Summary
5.7.11. Bibliographic References

5.8. Dysgraphia

5.8.1. Introduction
5.8.2. Learning Styles
5.8.3. Executive Functions Involved in Learning
5.8.4. Definition of Dysgraphia and Types
5.8.5. Common Indicators of Dysgraphia
5.8.6. Classroom Aids for Students with Dysgraphia
5.8.7. Individual Aids
5.8.8. Summary
5.8.9. Bibliographic References

5.9. Contribution of Laterality to the Development of Reading and Writing

5.9.1. Introduction
5.9.2. Importance of Laterality in the Learning Process
5.9.3. Laterality in the Reading and Writing Processes
5.9.4. Laterality and Learning Difficulties
5.9.5. Summary
5.9.6. Bibliographic References

5.10. Role of the School Psychologist and Guidance Counselors for Prevention, Development and Learning Difficulties

5.10.1. Introduction
5.10.2. The Guidance Department
5.10.3. Intervention Programs
5.10.4. Advances of Neuropsychology in Learning Difficulties
5.10.5. Training the Teaching Staff
5.10.6. Summary
5.10.7. Bibliographic References

5.11. Parent Orientation

5.11.1. How to Inform Parents
5.11.2. Activities to Improve Academic Performance
5.11.3. Activities to Improve Lateral Development
5.11.4. Problem-Solving Strategies
5.11.5. Summary
5.11.6. Bibliographic References

5.12. Psychomotor Assessment and Intervention

5.12.1. Introduction
5.12.2. Psychomotor Development
5.12.3. Psychomotor Assessment
5.12.4. Psychomotor Intervention
5.12.5. Summary
5.12.6. Bibliographic References

Module 6. Research Methodology

6.1. Research Methodology

6.1.1. Introduction
6.1.2. The Importance of Research Methodology
6.1.3. Scientific Knowledge
6.1.4. Research Approaches
6.1.5. Summary
6.1.6. Bibliographic References

6.2. Choosing the Topic to Research

6.2.1. Introduction
6.2.2. The Issue of Research
6.2.3. Defining the Problem
6.2.4. Choice of the Research Question
6.2.5. Research Objectives
6.2.6. Variables: Types
6.2.7. Summary
6.2.8. Bibliographic References

6.3. Research Proposal

6.3.1. Introduction
6.3.2. Research Hypothesis
6.3.3. Feasibility of the Research Project
6.3.4. Introduction and Justification of the Research
6.3.5. Summary
6.3.6. Bibliographic References

6.4. Theoretical Framework

6.4.1. Introduction
6.4.2. Elaboration of the Theoretical Framework
6.4.3. Resources Used
6.4.4. APA Standards
6.4.5. Summary
6.4.6. Bibliographic References

6.5. Bibliography

6.5.1. Introduction
6.5.2. Importance of Bibliographic References
6.5.3. How to Reference According to APA Standards?
6.5.4. Format of Annexes: Tables and Figures
6.5.5. Bibliography Managers: What are They? and How to Use Them?
6.5.6. Summary
6.5.7. Bibliographic References

6.6. Methodological Framework

6.6.1. Introduction
6.6.2. Roadmap
6.6.3. Sections to Be Included in the Methodological Framework
6.6.4. The Population
6.6.5. The Sample
6.6.6. Variables
6.6.7. Assessment Instruments
6.6.8. Procedure
6.6.9. Summary
6.6.10    Bibliographic References

6.7. Research Designs

6.7.1. Introduction
6.7.2. Types of Designs
6.7.3. Characteristics of the Designs Used in Psychology
6.7.4. Research Designs Used in Education
6.7.5. Research Designs Used in Education Neuropsychology
6.7.6. Summary
6.7.7. Bibliographic References

6.8. Quantitative Research

6.8.1. Introduction
6.8.2. Designing Randomized Groups
6.8.3. Designing Randomized Groups with Blocks
6.8.4. Other Designs used in Psychology
6.8.5. Statistical Techniques in Quantitative Research
6.8.6. Summary
6.8.7. Bibliographic References

6.9. Quantitative Research II

6.9.1. Introduction
6.9.2. Unifactorial Intrasubject Designs
6.9.3. Techniques for Controlling the Effects of Intrasubject Designs
6.9.4. Statistical Techniques
6.9.5. Summary
6.9.6. Bibliographic References

6.10. Results

6.10.1. Introduction
6.10.2. How to Gather Data?
6.10.3. How to Analyze Data?
6.10.4. Statistical Programs
6.10.5. Summary
6.10.6. Bibliographic References

6.11. Descriptive Statistics

6.11.1. Introduction
6.11.2. Research Variables
6.11.3. Quantitative Analyses
6.11.4. Qualitative Analyses
6.11.5. Resources that Can Be Used
6.11.6. Summary
6.11.7. Bibliographic References

6.12. Hypothesis Contrast

6.12.1. Introduction
6.12.2. Statistical Hypotheses
6.12.3. How to Interpret Significance (P-Value)?
6.12.4. Criteria for Analyzing Parametric and Non-Parametric Tests
6.12.5. Summary
6.12.6. Bibliographic References

6.13. Correlational Statistics and Independence Analysis

6.13.1. Introduction
6.13.2. Pearson Correlation
6.13.3. Spearman's Correlation and Chi-Square
6.13.4. Results
6.13.5. Summary
6.13.6. Bibliographic References

6.14. Group Comparison Statistics

6.14.1. Introduction
6.14.2. Mann-Whitney T-Test and Mann-Whitney U-Test
6.14.3. T-Test and Wilcoxon Signed Ranges
6.14.4. The Results
6.14.5. Summary
6.14.6. Bibliographic References

6.15. Discussion and Conclusions

6.15.1. Introduction
6.15.2. What is Discussion
6.15.3. Organization of the Discussion
6.15.4. Conclusions
6.15.5. Limitations and Outlook
6.15.6. Summary
6.15.7. Bibliographic References

6.16. Producing the Final Master's Degree Dissertation

6.16.1. Introduction
6.16.2. Front Page and Contents
6.16.3. Introduction and Justification
6.16.4. Theoretical Framework
6.16.5. Methodological Framework
6.16.6. The Results
6.16.7. Intervention Program
6.16.8. Discussion and Conclusions
6.16.9. Summary
6.16.10. Bibliographic References

Module 7. Multiple Intelligences, Creativity, Talent and High Abilities

7.1. Theory of Multiple Intelligences

7.1.1. Introduction
7.1.2. Background
7.1.3. Conceptualization
7.1.4. Validation
7.1.5. Premises and Basic Principles of Theories
7.1.6. Neuropsychological and Cognitive Science
7.1.7. Classification of the Theories of Multiple Intelligences
7.1.8. Summary
7.1.9. Bibliographic References

7.2. Types of Multiple Intelligences

7.2.1. Introduction
7.2.2. Types of Intelligence
7.2.3. Summary
7.2.4. Bibliographic References

7.3. Assessment of Multiple Intelligences

7.3.1. Introduction
7.3.2. Background
7.3.3. Types of Assessments
7.3.4. Aspects to Consider in the Assessment
7.3.5. Summary
7.3.6. Bibliographic References

7.4. Creativity

7.4.1. Introduction
7.4.2. Concepts and Theories of Creativity
7.4.3. Approaches to the Study of Creativity

74.4. Characteristics of Creative Thinking

7.4.5. Types of Creativity
7 4.6.  Summary
7.4.7. Bibliographic References

7.5. Neuropsychological Basis of Creativity

7.5.1. Introduction
7.5.2. Background
7.5.3. Characteristics of Creative People
7.5.4. Creative Products
7.5.5. Neuropsychological Bases of Creativity
7.5.6. Influence of the Environment and Context on Creativity
7.5.7. Summary
7.5.8. Bibliographic References

7.6. Creativity in the Educational Context

7.6.1. Introduction
7.6.2. Creativity in the Classroom
7.6.3. Stages of the Creative Process
7.6.4. How to Work on Creativity?
7.6.5. Connection Between Creativity and Thinking
7.6.6. Modification in the Educational Context
7.6.7. Summary
7.6.8. Bibliographic References

7.7. Methodologies for Developing Creativity

7.7.1. Introduction
7.7.2. Programs for Developing Creativity
7.7.3. Projects for Developing Creativity
7.7.4. Promoting Creativity in the Family Context
7.7.5. Summary
7.7.6. Bibliographic References

7.8. Creativity Assessment and Guidance

7.8.1. Introduction
7.8.2. Considerations on Assessment
7.8.3. Evaluation Tests
7.8.4. Subjective Assessment Tests
7.8.5. Guidance on Assessment
7.8.6. Summary
7.8.7. Bibliographic References

7.9. High Capacities and Talents

7.9.1. Introduction
7.9.2. Relationship Between Giftedness and High Capacities
7.9.3. Connection Between Heredity and Environment
7.9.4. Neuropsychological Foundation
7.9.5. Models of Giftedness
7.9.6. Summary
7.9.7. Bibliographic References

7.10. Identification and Diagnosis of High Capacities

7.10.1. Introduction
7.10.2. Main Characteristics
7.10.3. How to Identify High Capacities?
7.10.4. Role the Involved Agents
7.10.5. Assessment Tests and Instruments
7.10.6. Intervention Programs
7.10.7. Summary
7.10.8. Bibliographic References

7.11. Problems and Difficulties

7.11.1. Introduction
7.11.2. Problems and Difficulties in the School Environment
7.11.3. Myths and Beliefs
7.11.4. Desynchronies
7.11.5. Differential Diagnosis
7.11.6. Gender Differences
7.11.7. Educational Needs
7.11.8. Summary
7.11.9. Bibliographic References

7.12. Connection Between Multiple Intelligences, High Capacities, Talent and Creativity

7.12.1. Introduction
7.12.2. Connection Between Multiple Intelligences and Creativity
7.12.3. Connection Between Multiple Intelligences, High Capacities and Talents
7.12.4. Differences Between Talent and High Capacities
7.12.5. Creativity, High Capacities and Talent
7.12.6. Summary
7.12.7. Bibliographic References

7.13. Guiding and Developing Multiple Intelligences

7.13.1. Introduction
7.13.2. Advising Teachers
7.13.3. Multidimensional Student Development
7.13.4. Curricular Enrichment
7.13.5. Strategies at Different Educational Levels
7.13.6. Summary
7.13.7. Bibliographic References

7.14. Creativity for Problem-Solving

7.14.1. Introduction
7.14.2. Models of the Creative Process for Problem Solving
7.14.3. Creative Project Development
7.14.4. Summary
7.14.5. Bibliographic References

7.15. Educational Process and Family Support

7.15.1. Introduction
7.15.2. Guidelines for Teachers
7.15.3. Educational Response in Children
7.15.4. Educational Response in Primary Education
7.15.5. Educational Response in Secondary Education
7.15.6. Coordination with Families
7.15.7. Program Implementation
7.15.8. Summary
7.15.9. Bibliographic References

Module 8. Dyslexia, Dyscalculia and Hyperactivity

8.1. Conceptualization of Dyslexia

8.1.1. Introduction
8.1.2. Definition
8.1.3. Neuropsychological Bases
8.1.4. Characteristics
8.1.5. Subtypes
8.1.6. Summary
8.1.7. Bibliographic References

8.2. Neuropsychological Assessment of Dyslexia

8.2.1. Introduction
8.2.2. Diagnostic Criteria for Dyslexia
8.2.3. How to Evaluate?
8.2.4. Interview with the Tutor
8.2.5. Reading and Writing
8.2.6. Neuropsychological Assessment
8.2.7. Assessment of Other Related Aspects
8.2.8. Summary
8.2.9. Bibliographic References

8.3. Neuropsychological Intervention of Dyslexia

8.3.1. Introduction
8.3.2. Variables Involved
8.3.2. Neuropsychological Field
8.3.3. Intervention Programs
8.3.4. Summary
8.3.5. Bibliographic References

8.4. Conceptualization of Dyscalculia

8.4.1. Introduction
8.4.2. Definition of Dyscalculia
8.4.3. Characteristics
8.4.4. Neuropsychological Bases
8.4.5. Summary
8.4.6. Bibliographic References

8.5. Neuropsychological Assessment of Dyscalculia

8.5.1. Introduction
8.5.2. Objectives of Evaluation
8.5.3. How to Evaluate?
8.5.4. Report
8.5.5. Diagnosis
8.5.6. Summary
8.5.7. Bibliographic References

8.6. Neuropsychological Interventions of Dyscalculia

8.6.1. Introduction
8.6.2. Variables Involved in the Treatment
8.6.3. Neuropsychological Rehabilitation
8.6.4. Intervention in Dyscalculia
8.6.5. Summary
8.6.6. Bibliographic References

8.7. Conceptualization of ADHD

8.7.1. Introduction
8.7.2. ADHD Definition
8.7.3. Neuropsychological Bases
8.7.4. Characteristics of Children with ADHD
8.7.5. Subtypes
8.7.6. Summary
8.7.7. Bibliographic References

8.8. Neuropsychological Assessment of ADHD

8.8.1. Introduction
8.8.2. Objectives of Evaluation
8.8.3. How to Evaluate?
8.8.4. Report
8.8.5. Diagnosis
8.8.6. Summary
8.8.7. Bibliographic References

8.9. Neuropsychological Interventions of ADHD

8.9.1. Introduction
8.9.2. Neuropsychological Field
8.9.3. Treatment of ADHD
8.9.4. Other Therapies
8.9.5. Intervention Programs
8.9.6. Summary
8.9.7. Bibliographic References

8.10. Comorbidity in Neurodevelopmental Disorders

8.10.1. Introduction
8.10.2. Neurodevelopmental Disorders
8.10.3. Dyslexia and Dyscalculia
8.10.4. Dyslexia and ADHD
8.10.5. Dyscalculia and ADHD
8.10.6. Summary
8.10.7. Bibliographic References

8.11. Neurotechnology

8.11.1. Introduction
8.11.2. Applied to Dyslexia
8.11.3. Applied to Dyscalculia
8.11.4. Applied to ADHD
8.11.5. Summary
8.11.6. Bibliographic References

8.12. Guidance for Parents and Teachers

8.12.1. Introduction
8.12.2. Guidance on Dyslexia
8.12.3. Guidance on Dyscalculia
8.12.4. Guidance on ADHD
8.12.5. Summary
8.12.6. Bibliographic References

Module 9. Neurolinguistic Processes, Difficulties and Intervention Programs

9.1. Neurobiological Basis Involved in Language

9.1.1. Introduction
9.1.2. Language Definitions
9.1.3. Historical Background
9.1.4. Summary
9.1.5. Bibliographic References

9.2. Language Development

9.2.1. Introduction
9.2.2. Appearance of Language
9.2.3. Acquisition of Language
9.2.4. Summary
9.2.5. Bibliographic References

9.3. Neuropsychological Approaches to Language

9.3.1. Introduction
9.3.2. Brain Processes of Language
9.3.3. Brain Areas Involved
9.3.4. Neurolinguistic Processes
9.3.5. Brain Centers Involved in Comprehension
9.3.6. Summary
9.3.7. Bibliographic References

9.4. Neuropsychology of Language Comprehension

9.4.1. Introduction
9.4.2. Brain Areas Involved in Comprehension
9.4.3. Sounds
9.4.4. Syntactic Structures for Linguistic Comprehension
9.4.5. Semantic Processes and Meaningful Learning
9.4.6. Reading Comprehension
9.4.7. Summary
9.4.8. Bibliographic References

9.5. Communication Through Language

9.5.1. Introduction
9.5.2. Language as a Tool for Communication
9.5.3. Evolution of Language
9.5.4. Social Communication
9.5.5. Summary
9.5.6. Bibliographic References

9.6. Language Disorders

9.6.1. Introduction
9.6.2. Speech and Language Disorders
9.6.3. Professionals Involved in the Treatment
9.6.4. Classroom Implications
9.6.5. Summary
9.6.6. Bibliographic References

9.7. Aphasia

9.7.1. Introduction
9.7.2. Types of Aphasia
9.7.3. Diagnosis
9.7.4. Evaluation
9.7.5. Summary
9.7.6. Bibliographic References

9.8. Language Stimulation

9.8.1. Introduction
9.8.2. Importance of Language Stimulation
9.8.3. Phonetic-Phonological Stimulation
9.8.4. Lexical-Semantic Stimulation
9.8.5. Morphosyntactic Stimulation
9.8.6. Pragmatic Stimulation
9.8.7. Summary
9.8.8. Bibliographic References

9.9. Reading and Writing Disorders

9.9.1. Introduction
9.9.2. Delayed Reading
9.9.3. Dyslexia
9.9.4. Dysorthographia
9.9.5. Dysgraphia
9.9.6. Dyslalia
9.9.7. Treatment of Reading and Writing Disorders
9.9.8. Summary
9.9.9. Bibliographic References

9.10. Evaluation and Diagnosis of Language Difficulties

9.10.1. Introduction
9.10.2. Language Assessment
9.10.3. Language Assessment Procedures
9.10.4. Psychological Tests for Assessing Language
9.10.5. Summary
9.10.6. Bibliographic References

9.11. Intervention in Language Disorders

9.11.1. Introduction
9.11.2. Implementation of Improvement Programs
9.11.3. Improvement Programs
9.11.4. Improvement Programs Using New Technologies
9.11.5. Summary
9.11.6. Bibliographic References

9.12. Incidence of Language Difficulties on Academic Performance

9.12.1. Introduction
9.12.2. Linguistic Processes
9.12.3. Incidence of Language Disorders
9.12.4. Relationship Between Hearing and Language
9.12.5. Summary
9.12.6. Bibliographic References

9.13. Guidance for Parents and Teachers

9.13.1. Introduction
9.13.2. Language Stimulation
9.13.3. Reading Stimulation
9.13.4. Summary
9.13.5. Bibliographic References

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

10.1. Introduction
10.2. Information and Communication Technologies (ICT)

10.2.1. Theoretical Fundamentals of ICT
10.2.2. Historical Development of ICT
10.2.3. Classification of ICT

10.2.3.1. Synchronous
10.2.3.2. Asynchronous

10.2.4. ICT Features
10.2.5. Potential of ICT in Different Contexts of Society

10.3. ICT in Educational Environments

10.3.1. Contribution of ICT to Education in General

10.3.1.1. Tradition Education and ICT Incorporation
10.3.1.2. Impact of ICT in 21st Century Education
10.3.1.3. Learning and Teaching With ICT: Expectations, Realities and Potential

10.3.2. ICT Approaches in the Care of Learning Difficulties

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

10.3.2.1.1. Teaching Reading
10.3.2.1.2. Teaching Writing
10.3.2.1.3. Teaching Mathematics
10.3.2.1.4. Attention Attention Deficit Hyperactivity Disorder (ADHD)

10.3.3. Role of the Teacher in the use of ICT

10.3.3.1. In the Classroom
10.3.3.2. Out-of-Classroom Spaces

10.4. Chess and its Pedagogical Value

10.4.1. Brief Historical Review of Chess
10.4.2. Its Playful Nature
10.4.3. Pedagogical Fundamentals of Play-Science
10.4.4. Chess as an Educational Tool: In the School Context and in Socially Vulnerable Environments
10.4.5. Potential of Chess in the Teaching- Learning Process of Students with Learning Difficulties

10.4.5.1. Contributions of Chess in Cognitive Activity

10.4.5.1.1. Attention
10.4.5.1.2. Memory
10.4.5.1.3. Motivation
10.4.5.1.4. Managing Emotions
10.4.5.1.5. Strategic Thinking
10.4.5.1.6. Intelligence
10.4.5.1.7. Transfer of Learning

10.4.5.2. Contributions of Chess in the Context of Executive Functions

10.4.5.2.1. Organization
10.4.5.2.2. Planning
10.4.5.2.3. Execution (Planning, Inhibitory Control, Self-Monitoring)
10.4.5.2.4. Evaluation / Review

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

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

10.6. Meditation: From Spiritual Practice to its Current Expansion

10.6.1. A Brief Approach to Meditation as an Educational Tool

10.6.1.1. Concept of Meditation
10.6.1.2. Origin of Meditation
10.6.1.3. Its Expansion into Different Fields

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

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

10.7.1.1. Neurological Effects: Structural, Biochemical and Functional in the Brain
10.7.1.2. Psychological Effects
10.7.1.3. Physical Effects

10.7.2. Impact of Meditation Practice in Schoolchildren
10.7.3. Impact of Meditation on Teacher's Modes of Action
10.7.4. Impact of Meditation Practice in School Environment

10.8. Activities for the Integration of Knowledge and its Practical Application
10.9. Recommending Readings
10.10. Bibliography

You will develop a critical, ethical, and reflective approach to the application of Neuropsychology in the academic field”