The most outstanding advances in working with students on the autism spectrum and the guidance of great specialists in the field, in a Postgraduate diploma of high educational intensity designed to boost your ability as a psychologist"

This comprehensive program is designed to meet the educational needs of teachers in working specifically with students on the autism spectrum. This approach represents a giant step forward in the obsolete segregationist system that has dominated until now and is directed towards a capacity for attention that generates a more realistic and effective integration. 

All these processes must be materialized in a real and possible adaptation to the needs of each student, in a totally individualized manner. To this end, TECH will show in an intensive and complete study, how to elaborate the educational adaptations using the most innovative tools and material resources, to create a process that allows students to really learn, taking into account their optimal ways of facing each area of study. 

Summary. This Postgraduate diploma aims to train teaching professionals to work with students with autism in the necessary push for an inclusive, adapted and empowering education. 

Learn to interpret the communicative keys and to respond to the needs of students with autism spectrum disorder and become the key to their development"

The Postgraduate diploma in Autism Spectrum Disorder and other Communication Disorders for Psychologists  contains the most complete and up-to-date scientific program on the market. The most important features include:

• The development of case studies presented by experts in Psychological Approach to Autism Spectrum Disorder and Other Communication Disorders
• The graphic, schematic, and eminently practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
• News on Psychological Approach to Autism Spectrum Disorder and Other Communication Disorders
• Practical exercises where self-assessment can be used to improve learning
• Emphasis on innovative methodologies in Psychological Approach to Autism Spectrum Disorder and Other Communication Disorders
• 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

Learn how to motivate, understand and guide your students with Autism in a complete course created to propel you to another professional level"

Its teaching staff includes leading professionals and experts who bring their years of experience to this program, as well as renowned specialists belonging to prestigious societies and 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 training program designed to train in real situations.

The program design is based on Problem-Based Learning, by means of which the educator must try to solve the different professional practice situations that arise throughout the academic course. To do so, the educator will have the help of an innovative interactive video system that provides the contextualization and the practical point of view you need.

Make your ability to intervene with students with autism or communication difficulties a key element in any educational institution"

Learn in a simple, intensive and flexible way with the quality of the highest rated teaching models in the online teaching scene"

The syllabus has been created to respond specifically to the needs of expanding, complementing and updating the knowledge of psychologists in the area of Therapeutic Pedagogy. With a vision focused on applied learning, which allows the professional to intervene successfully and a broad vision and connected to the real environment of the profession. 

A comprehensive teaching program, created to offer psychologists quick and efficient education that is compatible with your personal and professional life”

Module 1. History and evolution of terms towards functional diversity

1.1. Prehistory of Special Education

1.1.1. Justification of the Term Prehistory
1.1.2. Stages in the Prehistory of Special Education
1.1.3. Education in Greece
1.1.4. Education in Mesopotamia
1.1.5. Education in Egypt
1.1.6. Education in Rome
1.1.7. Education in America
1.1.8. Education in Africa
1.1.9. Education in Asia
1.1.10. Shift from Mythology and Religion to Scientific Knowledge

1.2. Middle Ages

1.2.1. Definition of the Historical Period
1.2.2. Stages in the Middle Ages: Characteristics
1.2.3. The Separation of Church and School
1.2.4. Education of the Clergy
1.2.5. Education of the Knight
1.2.6. Education of the Weak

1.3. Modern Age: 16th Century to 18th Century

1.3.1. Definition of the Historical Period
1.3.2. Contributions of Ponce de León, Juan Pablo Bonet and Lorenzo Hervás to the Education of People with Hearing Deficits
1.3.3. Sign Language Communication
1.3.4. Luis Vives’ Contributions
1.3.5. Jacobo Rodríguez Pereira's Contributions
1.3.6. Juan Enrique Pestalozzi’s Contributions
1.3.7. Treatment of Mental Disabilities: Pinel and Itard’s Contributions, among others

1.4. XIX Century

1.4.1. Definition of the Historical Period
1.4.2. First Classes in Special Education
1.4.3. First Associations of Families with Special Education Students
1.4.4. Beginning of the Study of Intelligence: Measuring IQ
1.4.5. Louis Braille's Contributions to Teaching People with Visual Deficits
1.4.6. Writing in the Reading and Writing System Braille
1.4.7. Reading in the Reading and Writing System Braille
1.4.8. Anne Sullivan's Contributions to Teaching Blind and Deaf People
1.4.9. Alexander Graham Bell’s Contributions to Acoustics

1.5. 20th Century

1.5.1. Definition of the Historical Period
1.5.2. Ovidio Decroly’s Contributions
1.5.3. María Montessori's Contributions
1.5.4. Growth of Psychometry
1.5.5. Before the Warnock Report
1.5.6. The Warnock Report
1.5.7. Implications for Schools after the Warnock Report
1.5.8. Dr. Jack Bradley’s Photograph: Use of the Hearing Aid
1.5.9. The Use of Home Video in Autism

1.6. Contributions of World Wars

1.6.1. Historical Periods of World Wars
1.6.2. Schools in Times of Crises
1.6.3. Operation T4
1.6.4. School under Nazism
1.6.5. Schools in Ghettoes and Concentration Camps, Work and Extermination
1.6.6. The Beginning of Schools in the Kibutz
1.6.7. Concepts of Education versus Rehabilitation
1.6.8. Development of Tools and Materials to Improve Daily Life
1.6.9. The Use of the White Cane
1.6.10. The Application of Technologies for Improving Life for the Wounded Soldier

1.7. Perspectives from 20th Century

1.7.1. The Concept of Functional Diversity
1.7.2. Social Implications of the Term Functional Diversity
1.7.3. Educational Implications of the Term Functional Diversity
1.7.4. Work Implications of the Term Functional Diversity
1.7.5. Rights and Duties of People with Functional Diversity
1.7.6. Knowledge of the Functioning of the Nervous System
1.7.7. New Contributions from Neurology
1.7.8. ICT Use in the School
1.7.9. Domotics in Schools
1.7.10. Multiprofessional Coordination

1.8. Proposals from UNESCO

1.8.1. The Birth of UNESCO
1.8.2. Organization of UNESCO
1.8.3. Composition of UNESCO
1.8.4. Short and Long-Term UNESCO Strategies
1.8.5. Precursors to Children's Rights
1.8.6. Children's Rights: Implications for Special Education
1.8.7. Education for Girls with Special Needs
1.8.8. Salamanca Declaration
1.8.9. Implications of the Salamanca Declaration
1.8.10. Other UNESCO Documents

1.9. Classifications according to Diagnosis

1.9.1. Entities Responsible for Elaboration of Classifications
1.9.2. Definition of CIE-10
1.9.3. Definition of DSM-5
1.9.4. Necessity to Use Both Classifications
1.9.5. Implications for the Specialist Teacher in Therapeutic Pedagogy
1.9.6. Coordination with Other Professionals from the Schools which Differentiate these Classifications
1.9.7. Use of Language and Vocabulary Adjusted to these Classifications
1.9.8. School Documents Which Make References to these Classifications
1.9.9. Elaboration of Follow-Up Reports of Students
1.9.10. Elaboration of Multiprofessional Coordination

1.10. Basic Concepts in Psychopedagogy

1.10.1. Need for Psychopedagogical Intervention in Schools
1.10.2. Psychology Concepts in the School
1.10.3. Concepts of Pedagogy and Sciences of Education in School
1.10.4. Relationship between Concepts of Psychology and Pedagogy in School
1.10.5. School Documents Based on Psychology and Pedagogy
1.10.6. Elaboration of Parallels between School Stages, Psycho-Evolutionary Development Stages and Special Educational Needs
1.10.7. Elaboration of Information from the Teacher of Therapeutic Pedagogy to Facilitate the Intervention of Other Professionals in the School
1.10.8. Professional Relationships and Organizational Chart of Schools based on Psychology and Pedagogy
1.10.9. Elaboration of Multiprofessional Coordination
1.10.10. Other Documents

Module 2. Neurodevelopment Disorders Autism Spectrum Disorder/Pervasive and Specific Developmental Disorders

2.1. Definition, Manifestation and Classification

2.1.1. Etiology
2.1.2. Genetic Factors
2.1.3. Neurochemical Alterations
2.1.4. Alteration of the Immune Function
2.1.5. Environmental Factors
2.1.6. Comorbidity
2.1.7. Diagnostic Criteria
2.1.8. Early Detection
2.1.9. Prevalence
2.1.10. Differences between DSM-5 and ICD-10 classifications

2.2. Students with Autism Spectrum Disorder Types of Alterations

2.2.1. Definition according to DSM-5
2.2.2. Symptoms according to DSM-5
2.2.3. Definition according to CIE-10
2.2.4. Symptoms according to CIE-10
2.2.5. Educational Intervention According to Stages of Development
2.2.6. Educational Intervention in Early Childhood (3-6 Years Old)
2.2.7. Educational Intervention in Mid Childhood (6-12 Years Old)
2.2.8. Educational Intervention in Adolescence 12-20 Years Old)
2.2.9. Educational Intervention in Adulthood (20-40 Years Old)
2.2.10. Curricular Adaptations

2.3. Identification of Special Education Needs in Students with ASD
2.4. Intervention with Students Autism Spectrum Disorder (ASD)
2.5. Organization of Resources for Students with Autism Spectrum Disorder (ASD)
2.6. Specific Intervention Models
2.7. Curricular Adaptations for Students with Autism Spectrum Disorder
2.8. Educational Response for Students with ASD in Infant Education
2.9. Educational Response for Students with ASD in Primary Education and Secondary Education
2.10. Education for Adults with ASD Guidance for Families of Students with ASD

Module 3. Communication Disorders

3.1. Concept and Definition of Communication and its Disorders

3.1.1. Definition of Communication
3.1.2. Types of Communication
3.1.3. Definition of Language
3.1.4. Stages of Communication
3.1.5. Definition of Disorder
3.1.6. Introduction to the Nervous System
3.1.7. Description of the Communicative Process
3.1.8. Differences between Communication and Speech
3.1.9. Relationship between Language with the Auditory and Visual Process
3.1.10. Concept of Communication Disorders

3.2. Classification and Typology of Communication Disorders

3.2.1. Specific Language Disorder
3.2.2. Language Retardation
3.2.3. Social Communication Disorder
3.2.4. Speech Sound Disorder
3.2.5. Childhood-Onset Fluency Disorder (Stuttering)
3.2.6. Selective Mutism
3.2.7. Students with Hypoacusia
3.2.8. Specific Learning Disorder
3.2.9. Academic or Educational Problems
3.2.10. Unspecified Communication Disorder

3.3. Neurological Basis of Development and Learning

3.3.1. Pyramids of Human Development
3.3.2. Phases of Development
3.3.3. Levels of Development
3.3.4. Location of the Skills of Language in the Developmental Pyramid and its Significance
3.3.5. General Scheme of Neurodevelopment
3.3.6. Perceptual and Motor Neurodevelopment in Childhood
3.3.7. Areas of Development which Influence Language
3.3.8. Cognitive Development through Communication and Language
3.3.9. Social and Emotional Development through Communication and Language

3.4. Incidences in the Stages of Development

3.4.1. Language and Speech Development
3.4.2. Early Childhood: Language Development
3.4.3. Development of Speech
3.4.4. Development of Vocabulary and Grammar
3.4.5. Development of Communication Skills
3.4.6. Literacy: Understanding and Using Written Language
3.4.7. Difficulties in Learning to Read
3.4.8. Emotional Development of the Student
3.4.9. Diseases Related to Language Disorders
3.4.10. Other Incidences

3.5. Multiprofessional Coordination

3.5.1. Specialised Teacher in Therapeutic Pedagogy
3.5.2. Specialized Degree in Hearing and Speech
3.5.3. Special Education Supervisors during Schooling
3.5.4. Educators
3.5.5. Curricular Support Teachers
3.5.6. Sign Language Professional
3.5.7. Mediators for Deafness and Blindness
3.5.8. Social Educators
3.5.9. Educational Guidance Teams
3.5.10. Specialized Educational Guidance Teams
3.5.11. Guidance Departments
3.5.12. Professional Doctors Who Detect Eye Diseases

3.6. Documentation and Organization According to the Student's Needs

3.6.1. Psychopedagogical Tests
3.6.2. Psychopedagogical Evaluation
3.6.3. Neuropsychopedagogical Report
3.6.4. Logopedic Report
3.6.5. Specific Medical Documentation of Language Disorders
3.6.6. Documentation in Schools
3.6.7. Social Organizations
3.6.8. School Organization
3.6.9. Classroom Organization
3.6.10. Family Organization

3.7. Educational Intervention According to Stages of Development

3.7.1. Logopedic Intervention in Stages of Development
3.7.2. Adaptations at the School Level
3.7.3. Adaptations at the Classroom Level
3.7.4. Adaptations at the Personal Level
3.7.5. Educational Intervention during Early Childhood
3.7.6. Educational Intervention during Late Childhood
3.7.7. Educational Intervention during Adulthood
3.7.8. Family Interventions

3.8. Adapted Tools and Materials

3.8.1. Tools for Working with Students with Communication Disorders
3.8.2. Individual Adapted Tools
3.8.3. Collective Adapted Tools
3.8.4. Language Skills Programs
3.8.5. Literacy Programs
3.8.6. Adaptations of Curricular Elements
3.8.7. Influence of ICT
3.8.8. Auditory and Visual Stimulation

3.9. Social-Community Intervention at Schools

3.9.1. Concept of Social-Community Intervention
3.9.2. Schooling of Students
3.9.3. Socialization of the Child
3.9.4. Extracurricular Outings
3.9.5. Family Circle
3.9.6. Relationship between Family and School
3.9.7. Relationship among Peers
3.9.8. Leisure and Free Time
3.9.9. Professional training
3.9.10. Inclusion in Society

3.10. Evaluation and Prognosis of Diseases

3.10.1. Manifestations of the Problems in Communication
3.10.2. Logopedic Report
3.10.3. ENT Physician's Evaluation
3.10.4. Tests of Subjective Hearing
3.10.5. Psychopedagogical Evaluation
3.10.6. Logopedic Rehabilitation
3.10.7. Analysis of Family Cohesion
3.10.8. Auditory Treatments
3.10.9. Analysis of Family Cohesion
3.10.10. Treatment

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