The wide variety of student characteristics forces us to have specialized teachers, capable of detecting the particularities and needs of each student. In this Advanced master’s degree, we give you the keys to Inclusive Education so that you can apply them to your daily work”

Teachers should direct their specialization and work toward Inclusive Education in which all students, regardless of their abilities, are treated as equals and receive an education tailored to their needs whereby their particularities and needs are taken as strengths on which to work to develop their skills and abilities to the maximum.

This specialization aims to provide a vision of Inclusive Education so all children and young people who are at risk of social exclusion or who have high capacities can learn on equal terms from the knowledge of their reality, and provide them with a quality experience focused on how to support their learning, their achievements and their full participation in their life at the institution and in society.

This program offers a comprehensive vision of the inclusive school in all its dimensions, both from the perspective of educational institutions and the role played by teachers and families, providing tools and experiences guaranteed by our teaching staff. In this way, students will learn from the faculty’s professional experience and pedagogic knowledge, thus making the specialization more effective and accurate. In addition, it must be noted this is a multidisciplinary specialization, since the contents on Inclusive Education are related to aspects involving social exclusion and high capacities.

Throughout this specialization, the student will learn all of the current approaches to the different challenges posed by their profession. A high-level step that will become a process of improvement, not only on a professional level, but also on a personal one. 

This challenge is one of TECH's social commitments: to help highly qualified professionals to specialize and develop their personal, social and work skills during the course of their training.

Not only will we take you through the theoretical knowledge offered, but we will show you another way of studying and learning, more organic, simpler and more efficient. We work to keep students motivated and to instill in them a passion for learning. 

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

This Advanced master’s degree in Inclusive Education: Social Exclusion and High Capacities 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
• Intensely visual teaching system, supported by graphic and schematic contents that are easy to assimilate and understand
• The development of 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 occupations
• 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 documentation databases are permanently available, even after the program

A training program created for professionals who aspire for excellence, and that will enable you to acquire new skills and strategies easily and effectively"

Our teaching staff is made up of working professionals. In this way TECH ensures to offer you the updating objective it intends. A multidisciplinary team of psychologists specialized and experienced in different environments, who will develop the theoretical knowledge in an efficient way, but, above all, will bring the practical knowledge derived from their own experience to the course: one of the differential qualities of this Advanced master’s degree.

This command of the subject is complemented by the effectiveness of the methodological design of this program. Developed by a multidisciplinary team of e-Learning experts, it integrates the latest advances in educational technology. This way, you will be able to study with a range of easy-to-use and versatile multimedia tools that will give you the necessary skills you need for your specialization.

The design of this program is centered on Problem-Based Learning: 
an approach that conceives learning as an eminently practical process. To achieve this remotely, we will use telepractice. 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 life. A concept that will allow students to integrate and memorize what they have learnt in a more realistic and permanent way.

A deep and comprehensive dive into strategies and approaches in Inclusive Education: Social Exclusion and High Capacities"

We have the best teaching methodology and a multitude of simulated cases that will help you train in real situations""

The contents of this specialization have been developed by the different teachers on this program 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 on the program teaches students every relevant aspect of the different disciplines and branches in education. A comprehensive and well-structured program that will lead our student to the highest standards of quality and success.

Through a very well-organized program, you will be able to access the most advanced knowledge today in Inclusive Education: Social Exclusion and High Capacities”

Module 1. Inclusive Education and Social Inclusion

1.1. Inclusive Education: Concept and Key Components

1.1.1. Conceptual Approach
1.1.2. Difference Between Integration and Inclusion

1.1.2.1. Integration Concept
1.1.2.2. Inclusion Concept
1.1.2.3. Difference Between Integration and Inclusion

1.1.3. Key Elements of Educational Inclusion

1.1.3.1. Key Strategic Aspects

1.1.4. The Inclusive School and the Education System

1.1.4.1. The Challenges of the Education System

1.2. Inclusive Education and Attention to Diversity

1.2.1. Concept of Attention to Diversity

1.2.1.1. Types of Diversity

1.2.2. Diversity and Educational Inclusion Measures

1.2.2.1. Methodological guidelines

1.3. Multilevel Teaching and Cooperative Learning

1.3.1. Key Concepts

1.3.1.1. Multilevel Teaching
1.3.1.2. Cooperative Learning

1.3.2. Cooperative Teams

1.3.2.1. Conceptualization of Cooperative Teams
1.3.2.2. Functions and Principles
1.3.2.3. Essential Elements and Advantages

1.3.3. Benefits of Multilevel Teaching and Cooperative Learning

1.3.3.1. Benefits of Multilevel Teaching
1.3.3.2. Benefits of Cooperative Learning

1.3.4. Barriers to the Implementation of Inclusive Schools

1.3.4.1. Political Barriers
1.3.4.2. Cultural Barriers
1.3.4.3. Didactic Barriers
1.3.4.4. Strategies to Overcome Barriers

1.4. Social Inclusion

1.4.1. Inclusion and Social Integration

1.4.1.1. Definition of Integration and Elements
1.4.1.2. Concept of Social Inclusion
1.4.1.3. Inclusion vs. Integration

1.4.2. Inclusion in Education

1.4.2.1. Social Inclusion at School

1.5. Inclusive School Assessment

1.5.1. Assessment Parameters

1.6. ICT and UDL in Inclusive Schools

1.6.1. Traditional Teaching Methods
1.6.2. ICT

1.6.2.1. Concept and Definition of ICT
1.6.2.2. Characteristics of ICT
1.6.2.3. Telematics Applications and Resources
1.6.2.4. ICT in the Inclusive School

1.6.3. Universal Design for Learning

1.6.3.1. What is UDL?
1.6.3.2. UDL Principles
1.6.3.3. The Application of the UDL to the Curriculum
1.6.3.4. Digital Resources and UDL

1.6.4. Digital Media to Individualize Classroom Learning

Module 2. Teacher preparation for Inclusive Schools

2.1. Historical Evolution and Teacher Training

2.1.1. The Old Paradigm: “Normal Schools”

2.1.1.1. What Do We Mean by Normal Schools?
2.1.1.2. Main Characteristics of Normal Schools

2.1.2. Teacher Training in the 21st Century

2.1.2.1. Main Aspects of Teacher Training
2.1.2.2. New Challenges in Education

2.1.3. Legal Framework

2.1.3.1. International Regulations

2.2. Contextualization of the Inclusive School

2.2.1. Main Features

2.2.1.1. Basic Principles
2.2.1.2. Objectives of Today's Inclusive School

2.3. Teacher Training for Inclusive Schools

2.3.1. Previous Aspects to Consider

2.3.1.1. Basis and Purpose
2.3.1.2. Essential Components in Initial Training

2.3.2. Main Theories and Models
2.3.3. Design and Development Criteria for Teacher Training
2.3.4. Continuing education
2.3.5. Profile of the Teaching Professional
2.3.6. Teaching Expertise in Inclusive Education

2.3.6.1. The Support Teacher Functions
2.3.6.2. Emotional Competencies

2.4. Emotional Intelligence of Teachers

2.4.1. Emotional Intelligence Concept

2.4.1.1. Daniel Goleman's Theory
2.4.1.2. The Four Phase Model
2.4.1.3. Emotional Competencies Model
2.4.1.4. Emotional and Social Intelligence Model
2.4.1.5. Theory of Multiple Intelligences

2.4.2. Basic Aspects of Teachers' Emotional Intelligence

2.4.2.1. Emotions
2.4.2.2. Self-esteem
2.4.2.3. Self-Efficacy
2.4.2.4. The Development of Emotional Skills

2.4.3. Teacher Self-Care

2.4.3.1. Strategies to Self-Care

2.5. External Elements: Administrations, Resources and Family
2.6. Quality in Inclusive Education

2.6.1. Inclusion and Quality

2.6.1.1. Conceptualization of Quality
2.6.1.2. Dimensions in the Quality of Education
2.6.1.3. Quality Parameters in the Inclusive School

2.6.2. Successful Experiences

Module 3. The Role of the Family and the Community in Inclusive Schooling

3.1. The Diversity of Current Family Models

3.1.1. Definition of Family Concept
3.1.2. Evolution of Family Concept

3.1.2.1. The Family in the 21st Century

3.1.3. Family Models

3.1.3.1. Types of Family Models
3.1.3.2. Educational Styles in Family Models

3.1.4. Educational Attention to the Different Family Models

3.2. Family Involvement in the School

3.2.1. The Family and the School as Developmental Environments
3.2.2. The Importance of Cooperation between Educational Agents

3.2.2.1. The Management Team
3.2.2.2. The Teaching Team
3.2.2.3. The Family

3.2.3. Types of Family Participation

3.2.3.1. Direct Participation
3.2.3.2. Indirect Participation
3.2.3.3. Non-Participation

3.2.4. Parent Schools
3.2.5. The Parent-Teacher Association (PTA)
3.2.6. Difficulties in Participation

3.2.6.1. Intrinsic Participation Difficulties
3.2.6.2. Extrinsic Participation Difficulties

3.2.7. How to improve Family Participation?

3.3. The Family and the School as Developmental Environments
3.4. Society and Inclusive School
3.5. Learning Communities

3.5.1. Conceptual Framework of Learning Communities
3.5.2. Characteristics of Learning Communities
3.5.3. Creation of a Learning Community

3.6. Creation of a Learning Community

Module 4. Main psychological theories and stages of evolutionary development

4.1. Main Authors and Psychological Theories of Childhood Development

4.1.1. Psychoanalytic Theory of Child Development by S. Freud
4.1.2. Psychosocial Development Theory by E. Erikson
4.1.3. Cognitive Development Theory by Jean Piaget

4.1.3.1. Adaptation: The Processes of Assimilation and Accommodation lead to Equilibrium
4.1.3.2. Stages of Cognitive Development
4.1.3.3. Sensory-motor Stage (0-2 years)
4.1.3.4. Pre-operative Stage: Pre-operative Sub-period (2-7 years)
4.1.3.5. Stage of Concrete Operations (7-11 years)
4.1.3.6. Formal Operations Stage (11-12 years and older)

4.1.4. Lev Vygotsky's Sociocultural Theory

4.1.4.1. How do we Learn?
4.1.4.2. Higher Psychological Functions
4.1.4.3. Language as a Mediating Tool
4.1.4.4. Proximal Development Zone
4.1.4.5. Development and Social Context

4.2. Introduction to Early Intervention

4.2.1. History of Early Intervention
4.2.2. Definition of Early Intervention

4.2.2.1. Levels of Intervention in Early Intervention
4.2.2.2. Main Fields of Action

4.2.3. What is a CCDEA

4.2.3.1. Concept of CCDEA
4.2.3.2. Functioning of a CCDEA
4.2.3.3. Professionals and Areas of Intervention

4.3. Developmental Aspects

4.3.1. Development from 0-3 years of age

4.3.1.1. Introduction
4.3.1.2. Motor Development
4.3.1.3. Cognitive Development
4.3.1.4. Language Development
4.3.1.5. Social Development

4.3.2. Development from 3-6 years of age

4.3.2.1. Introduction
4.3.2.2. Motor Development
4.3.2.3. Cognitive Development
4.3.2.4. Language Development
4.3.2.5. Social Development

4.4. Milestones of Alarm in Child Development
4.5. Cognitive and Socio-affective Development from 7 to 11 Years of Age
4.6. Cognitive Development during Adolescence and early Adulthood

Module 5. Attachment and affective bonds

5.1. Attachment Theory

5.1.1. Theoretical Basis

5.1.1.1. John Bowlby
5.1.1.2. Mary Ainsworth

5.1.2. Attachment Behaviors
5.1.3. Attachment Functions
5.1.4. Internal Representation Models
5.1.5. Ambivalent Insecure Attachment
5.1.6. Avoidant Insecure Attachment
5.1.7. Disorganized Attachment

5.2. Attachment Styles

5.2.1. Secure Attachment

5.2.1.1. Characteristics of the Subject with this Attachment Style
5.2.1.2. Characteristics of the Caregivers that Promote this Style

5.2.2. Ambivalent Insecure Attachment

5.2.2.1. Characteristics of the Subject with this Attachment Style
5.2.2.2. Characteristics of the Caregivers that Promote this Style

5.2.3. Avoidant Insecure Attachment

5.2.3.1. Characteristics of the Subject with this Attachment Style
5.2.3.2. Characteristics of the Caregivers that Promote this Style

5.2.4. Disorganized Attachment

5.2.4.1. Characteristics of the Subject with this Attachment Style
5.2.4.2. Characteristics of the Caregivers that Promote this Style

5.3. Evolution of Attachment in the Different Stages of Development

5.3.1. Attachment During Childhood

5.3.1.1. Attachment Development in Early Childhood
}5.3.1.2. Attachment in the Preschool Stage
}5.3.1.3. Attachment During Infancy

5.3.2. Attachment During Adolescence

5.3.2.1. Friendships: Evolution and Functions

5.3.3. Adulthood

5.3.3.1. Attachment in Adults
5.3.3.2. Differences in Attachment During Adulthood
5.3.3.3. Attachment Theory and Love Relationships in Adulthood

5.3.4. Old Age

5.3.4.1. Attachment Around Retirement
5.3.4.2. Attachment Around the Final Years of Life

5.4. Attachment and Parental Style

5.4.1. The Family as a Development Context

5.4.1.1. Parental Skills and Abilities

5.4.2. Parental Educational Styles and Bonding Styles

5.4.2.1. Authoritative/Democratic
5.4.2.2. Authoritarian/Repressive
5.4.2.3. Permissive/Indulgent
5.4.2.4. Negligent/Independent

5.4.3. Promotion of Socio-Affective Development from the Family Environment

5.5. Importance of Attachment in the Educational Context

5.5.1. Relationship of the Child with the Educator as a function of Attachment Style

5.5.1.1. Different Styles of Students According to their Temperament
5.5.1.2. Children who are Confident or Insecure about Learning

5.5.2. Educational Intervention: The Educator as a Bonding Figure

5.5.2.1. The First Bondings
5.5.2.2. Representations About Oneself, Others and Reality
5.5.2.3. The Importance of the Referring Teacher or Tutor

5.5.3. The Socio-Affective Education Curriculum

5.5.3.1. The Formal Curriculum
5.5.3.2. The Paracurriculum

5.5.4. Social and Emotional Development Programs in the Classroom

5.5.4.1. Educational Intervention in the Classroom
5.5.4.2. Relationship Between Teachers and Family/Caregivers

5.6. Psychological Disorders Explained from Attachment Theory

5.6.1. Behavioral Disorders

5.6.1.1. Reactive Attachment Disorder
5.6.1.2. Attention Deficit Disorder
5.6.1.3. Oppositional Defiant Disorder

5.6.2. Personality Disorders

5.6.2.1. Borderline Personality Disorder
5.6.2.2. Dissociative Disorders

5.6.3. Anxiety Disorders

5.6.3.1. Separation Anxiety Disorder
5.6.3.2. Social Anxiety Disorder
5.6.3.3. Generalized Anxiety Disorder
5.6.3.4. Post-Traumatic Stress Disorder

5.6.4. Affective Disorders

5.6.4.1. Major Depression Disorder
5.6.4.2. Dysthymia
5.6.4.3. Bipolar Disorder

5.7. Creating Safe Contexts: Coping Capacities

5.7.1. Protective Factors and Coping Strategies
5.7.2. Risk and Vulnerability Factors
5.7.3. Coping Concepts

5.7.3.1. Resilience
5.7.3.2. Coping (Stress Coping)
5.7.3.3. Positive Parenting

Module 6. The Education System as an Area of Social Exclusion

6.1. Exclusion in Education

6.1.1. Conception of Current Education

6.1.1.1. Traditional Education
6.1.1.2. Other Educational Models

6.1.2. Educational Exclusion

6.1.2.1. Concept of Educational Exclusion
6.1.2.2. Justifications for Exclusion

6.2. Inclusive Schools and Attention to Diversity

6.2.1. Current School Model (Successful Educational Actions in Compulsory Centers, Special Education Centers, Singular Educational Performance Centers)

6.2.1.1. Educational Inclusion
6.2.1.2. Attention to Diversity

6.2.2. Organization of the Educational Response

6.2.2.1. At the Education System level
6.2.2.2. At Center Level
6.2.2.3. At Classroom Level
6.2.2.4. At Student Level

6.3. Students with SEN

6.3.1. Evolution of EE in the Last Decades

6.3.1.1. The Institutionalization of Special Education (Medical Model)
6.3.1.2. Clinical Model
6.3.1.3. Standardization of Services
6.3.1.4. Pedagogical Model

6.3.2. Definition of Children with SEN

6.3.2.1. At the Educational Level
6.3.2.2. At Social Level

6.3.3. Students with SEN in the Educational Environment

6.3.3.1. Specific Learning Difficulties
6.3.3.2. ADHD
6.3.3.3. High Intellectual Potential
6.3.3.4. Late Incorporation into the Educational System
6.3.3.5. Personal or School History Conditions
6.3.3.6. Students with SEN

6.3.4. Organization of the Educational Response for this Student Body
6.3.5. Main SEN by Areas of Development of the Students with Special Education Needs

6.4. Students with High Capacities

6.4.1. Models Definition
6.4.2. Precocity, Talent, Giftedness
6.4.3. Identification and SEN
6.4.4. Educational Response

6.4.4.1. Acceleration
6.4.4.2. Grouping
6.4.4.3. Enrichment Programs
6.4.4.4. Ordinary Measures Center
6.4.4.5. Ordinary Measures Classroom
6.4.4.6. Extraordinary Measures

6.5. Inclusion and Multiculturalism

6.5.1. Conceptualization
6.5.2. Strategies to Respond to Multiculturality

6.5.2.1. Classroom Strategies
6.5.2.2. Internal and External Classroom Support
6.5.2.3. Adequacy to the Curriculum
6.5.2.4. Organizational Aspects
6.5.2.5. Center-Environment Cooperation
6.5.2.6. Collaboration from the Institution

6.6. Cooperative Learning

6.6.1. Theoretical Basis/Approaches

6.6.1.1. Socio-Cognitive Conflict
6.6.1.2. Conceptual Controversies
6.6.1.3. Help Between Schoolchildren
6.6.1.4. Interaction and Cognitive Processes

6.6.2. Cooperative Learning

6.6.2.1. Concept
6.6.2.2. Features
6.6.2.3. Components
6.6.2.4. Advantages

6.6.3. Team Training
6.6.4. Cooperative Learning Techniques

6.6.4.1. Jigsaw Technique
6.6.4.2. Team Learning
6.6.4.3. Learning Together
6.6.4.4. Group Research
6.6.4.5. Co-op
6.6.4.6. Guided or Structured Cooperation

6.7. Coeducation

6.7.1. What is Meant by Coeducation?

6.7.1.1. Homophobia
6.7.1.2. Transphobia
6.7.1.3. Gender-Based Violence
6.7.1.4. How to Work on Equality in the Classroom? (Classroom Prevention)

6.8. The Social Climate in the Classroom

6.8.1. Definition
6.8.2. Influencing Factors

6.8.2.1. Social Factors
6.8.2.2. Economic Factors
6.8.2.3. Demographic Factors

6.8.3. Key Agents

6.8.3.1. The Role of the Teacher
6.8.3.2. The Role of the Student
6.8.3.3. The Importance of Families

6.8.4. Evaluation
6.8.5. Intervention Programs

Module 7. The Child Protection System

7.1. Legislative and Conceptual Framework

7.1.1. International Regulations

7.1.1.1. Children’s Rights Declaration
7.1.1.2. Principles of the United Nations General Assembly
7.1.1.3. United Nations Convention on the Rights of the Child
7.1.1.4. Other Regulations

7.1.2. Basic Principles of Protective Intervention
7.1.3. Basic Concepts of the Child Protection System

7.1.3.1. Concept of Protection
7.1.3.2. Concept of Vulnerability
7.1.3.3. Risk Situations
7.1.3.4. Helpless Situation
7.1.3.5. Safeguarding
7.1.3.6. Guardianship
7.1.3.7. The Best Interest of the Child

7.2. Foster Care for Minors

7.2.1. Theoretical and Conceptual Framework

7.2.1.1. Evolution Over Time
7.2.1.2. Theories of Intervention with Families

7.2.2. Types of Family Foster Care

7.2.2.1. Kinship Foster Care
7.2.2.2. Family Placement Foster Care

7.2.3. Stages of Family Foster Care

7.2.3.1. Purpose of the Family Foster Care
7.2.3.2. Principles of Action
7.2.3.3. Stages of the Intervention

7.2.4. Foster Care from the Child's Perspective

7.2.4.1. Preparation for Foster Care
7.2.4.2. Fears and Resistance
7.2.4.3. Family Foster Care and Family of Origin

7.3. Residential Foster Care for Minors

7.3.1. Definition and Typology of Juvenile Centers

7.3.1.1. Reception Centers
7.3.1.2. Reception Centers II
7.3.1.3. Functional Homes
7.3.1.4. Emancipation Centers
7.3.1.5. Day Centers for Labor Market Insertion
7.3.1.6. Day Care Centers for Convivial and Educational Support
7.3.1.7. Reform Centers

7.3.2. Residential Care Principles and Criteria

7.3.2.1. Protective Factors
7.3.2.2. Resident Children Needs

7.3.3. Main Areas of Intervention from the Centers

7.3.3.1. Stages of the Intervention
7.3.3.2. Children Rights and Responsibilities
7.3.3.3. Group Intervention
7.3.3.4. Individual Intervention

7.3.4. Children Profiles

7.3.4.1. Behavioral and Mental Health Problems
7.3.4.2. Filio-Parental Violence
7.3.4.3. Juvenile Offenders
7.3.4.4. Unaccompanied Foreign Minors
7.3.4.5. Accompanied Foreign Minors
7.3.4.6. Preparation for Independent Living

7.4. Adopting Children

Module 8. Educational Environment for Students under Guardianship

8.1. Characteristics of the Supervised Student

8.1.1. Characteristics of Children under Guardianship
8.1.2. How the Profile of Foster Children Affects the School Environment
8.1.3. The Approach from the Educational System

8.2. Students in Foster Care and Adoption

8.2.1. The Process of Adaptation and Integration to the School
8.2.2. Student Needs

8.2.2.1. Adopted Children Needs
8.2.2.2. Foster Care Children Needs

8.2.3. Collaboration Between School and Families

8.2.3.1. School and Adoptive Families
8.2.3.2. School and Foster Families

8.2.4. Coordination Between the Social Agents Involved

8.2.4.1. The School and the Protection System (Administrations, Monitoring Entities)
8.2.4.2. The School and the Health System
8.2.4.3. School and Community Services

8.3. Foster Care Center Students

8.3.1. The Integration and Adaptation in School
8.3.2. Residential Foster Care Children Needs
8.3.3. Collaboration Between School and Protection Centers

8.3.3.1. Collaboration Between Administrations
8.3.3.2. Collaboration Between the Teaching Team and the Center's Educational Team

8.4. Life History Work

8.4.1. What Do We Mean by Life History?

8.4.1.1. Areas to be Covered in the Life History

8.4.2. Support in Life History Work

8.4.2.1. Technical Support
8.4.2.2. Family Support

8.5. Educational Itineraries

8.5.1. Compulsory Education
8.5.2. Secondary Education

8.5.2.1. Intermediate Level Training Cycles
8.5.2.2. Baccalaureate

8.5.3. Higher Education

8.6. Alternatives After Reaching Legal Age

8.6.1. Socio-Labor Insertion

8.6.1.1. The Concept of Socio-Labor Insertion
8.6.1.2. Guidance
8.6.1.3. Professional Training and Specialization

8.6.2. Other Alternatives

Module 9. School Action in the Event of Child Abuse

9.1. Child Abuse

9.1.1. Definition and Conceptualization of Child Abuse

9.1.1.1. Definition
9.1.1.2. Conceptualization of Abuse in Terms of:

9.1.1.2.1. Time of Development at Which it Occurs
9.1.1.2.2. Who Causes the Abuse? (Context in Which It Takes Place)
9.1.1.2.3. The Specific Action or Omission that is Occurring
9.1.1.2.4. Intentionality of Abuse

9.1.2. The Social Importance of Identifying Child Abuse

9.1.2.1. Basic Needs in Childhood
9.1.2.2. Risk and Protective Factors
9.1.2.3. Intergenerational Transmission of Abuse

9.1.3. Situation of Risk and Situation of Helplessness

9.1.3.1. Concept of Risk
9.1.3.2. Concept of Helplessness
9.1.3.3. Risk Assessment Protocol

9.2. Child Abuse: General Characteristics and Main Types

9.2.1. Passive Abuse: Omission, Neglect or Abandonment

9.2.1.1. Definition and Alarm Indicators
9.2.1.2. Incidence and Prevalence

9.2.2. Physical Abuse

9.2.2.1. Definition and Alarm Indicators
9.2.2.2. Incidence and Prevalence

9.2.3. Abuse and Emotional Neglect

9.2.3.1. Definition and Alarm Indicators
9.2.3.2. Incidence and Prevalence

9.2.4. Sexual Abuse

9.2.4.1. Definition and Alarm Indicators
9.2.4.2. Incidence and Prevalence

9.2.5. Other Types of Abuse

9.2.5.1. Children Victims of Gender Violence
9.2.5.2. Transgenerational Cycle of Child Abuse
9.2.5.3. Münchhausen Syndrome by Proxy
9.2.5.4. Harassment and Violence through Social Networks
9.2.5.5. Peer Abuse: Bullying
9.2.5.6. Filio-parental Violence
9.2.5.7. Parental Alienation
9.2.5.8. Institutional Abuse

9.3. Consequences of Child Abuse

9.3.1. Indicators of Abuse

9.3.1.1. Physical Indicators
9.3.1.2. Psychological, Behavioral and Emotional Indicators

9.3.2. Consequences of Abuse

9.3.2.1. Impact of Physical and Functional Development
9.3.2.2. Consequences on Cognitive Development and School Performance
9.3.2.3. Effects on Socialization and Social Cognition
9.3.2.4. Disorders in the Development of Attachment and Affection, Emotional Relationship Development
9.3.2.5. Behavioral Problems
9.3.2.6. Childhood Trauma and Post-Traumatic Stress Disorder

9.4. Intervention Against Abuse in Schools: Prevention, Detection and Reporting

9.4.1. Prevention and Detection
9.4.2. Action Protocol

9.4.2.1. Identification
9.4.2.2. Immediate Actions
9.4.2.3. Notification
9.4.2.4. Communication of the Situation
9.4.2.5. Emergency Procedure

9.4.3. School Intervention in Child Abuse Cases

9.5. Peer Abuse: Bullying

9.5.1. Risk Factors and Protective Factors of School Violence
9.5.2. Protocols of Action from the School Center
9.5.3. Guidelines for its Prevention and Treatment

9.6. Filio-Parental Violence

9.6.1. Explanatory Theories

9.6.1.1. The Cycle of Violence

9.6.2. Prevention and Intervention in Filio-Parental Violence Cases

9.7. Networking: School, Family and Social Services

Module 10. School Mediation as a Tool for Inclusion

10.1. Conflicts in the Educational Environment

10.1.1. Conceptualization of Conflict

10.1.1.1. Theorizing About Conflict
10.1.1.2. Types of Conflicts
10.1.1.3. Psychological Aspects of Conflict

10.1.2. The Conflict in the Classroom

10.1.2.1. School Climate
10.1.2.2. Why Do Conflicts Arise in the Classroom?
10.1.2.3. Types of Conflict in the Classroom
10.1.2.4. Conflicts that Can Be Mediated
10.1.2.5. The Importance of Communication and Dialogue

10.2. Mediation and School Mediation

10.2.1. Concept of Mediation
10.2.2. Models of Mediation

10.2.2.1. The Traditional Model
10.2.2.2. The Narrative Model
10.2.2.3. The Transforming Model

10.2.3. School Mediation

10.2.3.1. Evolution of School Mediation
10.2.3.2. Main Features
10.2.3.3. Principles of School Mediation
10.2.3.4. Pedagogical Dimension and Benefits of Mediation

10.3. Phases of School Mediation

10.3.1. Pre-Mediation

10.3.1.1. Techniques and Strategies

10.3.2. Entrance

10.3.2.1. Techniques and Strategies

10.3.3. Tell Me About It

10.3.3.1. Techniques and Strategies

10.3.4. Situating the Conflict

10.3.4.1. Techniques and Strategies

10.3.5. Search for Solutions

10.3.5.1. Techniques and Strategies

10.3.6. The Agreement

10.3.6.1. Techniques and Strategies

10.4. The Implementation of school Mediation Programs

10.4.1. Program Types
10.4.2. Program Implementation and Equipment Selection

10.4.2.1. Mediator Training

10.4.3. Organization, Coordination and Monitoring
10.4.4. Program Assessment

10.4.4.1. Assessment Criteria

10.5. Other Conflict Resolution Techniques

Module 11. Educational Paradigm and Pedagogical Framework Concerning High Capacities

11.1. Emerging Educational Paradigm: Toward the Education We Need

11.1.1. Teacher Role beyond Transmitting Knowledge
11.1.2. Student Role in the New Learning Context

11.3. Organizing the Curriculum and High Capacities

11.3.1. Educational Plans and Projects
11.3.2. Organizing the Curriculum and the Classroom
11.3.3. Orientation and Guidance Teams

11.4. Development of the Concept of Intelligence

11.4.1. Factorial and Multifactorial Models
11.4.2. Synthesis Models and Capacity Studies
11.4.3. From Psychometric Theories to the Information Processing Model
11.4.4. Computational Model
11.4.5. Models Based on Neuroscience: Human Connectome

11.5. Explanatory Theories on High Capacities

11.5.1. Scientific Basis
11.5.2. Renzulli’s Theory
11.5.3. Gagné’s Theory
11.5.4. Theories on Intelligence
11.5.5. Evolutionary Models
11.5.6. Multiple Intelligences

11.6. Educational Paradigm and Pedagogic-Scientific Framework Concerning High Capacities
11.7. Multidisciplinary Evolution
11.8. Specific Educational Needs and Teacher Training
11.9. The Challenge of the 21st Century School Regarding High Capacities

Module 12. Definition and Classification of High Capacities

12.1. Definitions of High Capacities
12.2. High Capacities Spectrum

12.2.1. Differential Evolutionary Profiles
12.2.2. Qualitative Cut-off Points
12.2.3. Eastward of Gauss’ Bell
12.2.4. Crystallization of Intelligence

12.3. Intellectual Precociousness

12.3.1. Intellectual Precociousness Characteristics
12.3.2. Annotated Real Case Studies

12.4. Simple Talent

12.4.1. Simple Talent Characteristics
12.4.2. Verbal Talent
12.4.3. Mathematical Talent
12.4.4. Social Talent
12.4.5. Motor Talent
12.4.6. Musical Talent
12.4.7. Real Case Studies of the Different Talents

12.5. Compound Talent

12.5.1. Academic Talent
12.5.2. Artistic Talent
12.5.3. Real Case Studies of Compound Talents
12.6. Giftedness: Characteristics of High-Capacity Subjects
12.6.1. Differential Diagnosis

12.7. Clinical Aspects in High Capacities: Giftedness and Talent

12.7.1. Gender and Evolutionary Variables
12.7.2. Giftedness Clinic
12.7.3. Double Exceptionality
12.8. Implications in Educational Practice

Module 13. High-Capacity Identification

13.1. Group and Individual Detection: Tools
13.2. Psychopedagogical Evaluation Models

13.2.1. Psychopedagogical Evaluation Principles
13.2.2. Measurement Validity and Reliability

13.3. Psychometric Assessment Tools

13.3.1. Cognitive Aspects
13.3.2. Performance and Aptitude Tests
13.3.3. Complementary Tests

13.4. Qualitative Assessment Tools

13.4.1. Personality Tests
13.4.2. Motivation Tests
13.4.3. Behavior Tests
13.4.4. Self-Concept Tests
13.4.5. Adaptation and Socialization Tests
13.4.6. Projective Tests

13.5. Multidisciplinary Assessment and Clinical Diagnosis

13.5.1. Educator and Teacher Contributions
13.5.2. Specialist Psycho-pedagogue Contributions
13.5.3. Clinician and Physician Contributions
13.5.4. Asynchronous Neurodevelopment

13.6. Comorbidities

13.6.1. Asperger’s Syndrome
13.6.2. Double Exceptionality
13.6.3. Attention Deficit Disorder with or without Hyperactivity
13.6.4. Personality Disorders
13.6.5. Eating Disorders
13.6.6. Learning Difficulties

13.7. Personal Treatment
13.8. Family Orientation and Guidance
13.9. Guidelines for Educational Response

Module 14. Neuropsychology in High Capacity

14.1. Introduction to Neuropsychology
14.2. Intellectual Functioning of High Capacities
14.3. Metacognition in High-Capacity Children
14.4. Concepts: Genetics, Environment, Heritability
14.5. Crystalization of High Capacities
14.6. Plasticity and Brain Development

14.6.1. Critical Periods
14.6.2. Sensitive Periods

14.7. Contributions to Clinical Diagnosis
14.8. Cognitive Processing and Learning

14.8.1. Perception
14.8.2. Attention
14.8.3. Operative Memory
14.8.4. Reasoning
14.8.5. Language and Brain
14.8.6. Bilingualism and Brain Development
14.8.7. Literacy

14.9. Different Minds, Different Learning Experiences

14.9.1. The Developing Brain
14.9.2. Adolescent Brain

14.10. Brain Functioning: Classroom Strategies

14.10.1. Psychomotor Skills
14.10.2. Emotions and Learning
14.10.3. Novelty
14.10.4. Play
14.10.5. Art
14.10.6. Cooperation

Module 15. Clinical Aspects and Educational Needs in High Capacities

15.1. Clinical Manifestations of High Capacities

15.1.1. Internal Desynchrony
15.1.2. External Desynchrony
15.1.3. Negative Pygmalion Effect
15.1.4. Identity Diffusion Syndrome
15.1.5. Overexcitabilities
15.1.6. Cognitive and Creative Functions

15.2. Specific Educational Needs and High Capacities
15.3. Cognitive and Creative Functions
15.4. Clinical Features and Explanation on the Basis of High Capacities
15.4.1. Most Frequent Diagnostic Confusions
15.5. Self-knowledge Needs

15.5.1. I Know What I Am Like
15.5.2. I Know My Behavior
15.5.3. Homogeneity vs. Heterogeneity
15.5.4. Capacity and Performance

15.6. Teaching and Learning Process Needs

15.6.1. Defined Style
15.6.2. Undefined Style
15.6.3. Transmitting Information
15.6.4. Methodological Flexibility

15.7. Personality and Emotional Needs

15.7.1. Personality Profiles
15.7.2. External Points

15.8. Motivation and Emotional Needs

15.8.1. Affective Problems
15.8.2. Hypomotivation

15.9. Interaction Needs

15.9.1. Peer Relationships
15.9.2. Other Group Relationships

Module 16. New Technologies in High-Capacity Education

16.1. Advantages and Disadvantages of Using Technology in Education for Children with High Capacities
16.2. Programming in Education
16.3. Introduction to the Flipped Classroom
16.4. Introduction to Gamification
16.5. Introduction to Robotics
16.6. Introduction to Augmented Reality
16.7. How to Develop Your Own Augmented Reality Applications
16.8. Samsung Virtual School Suitcase
16.9. Educational Experiences with High-Capacity Children

Module 17. Educational Strategies and Methodologies

17.1. Definition of Curricular Enrichment
17.2. Enrichment Models
17.3. School Context in Enrichment

17.3.1. SEM Model
17.3.2. Portfolio
17.3.3. Triarchic Model

17.4. Extracurricular Enrichment
17.5. Regarding Acceleration
17.6. Classroom Pedagogic Design
17.7. Models for Curricular and Methodological Accommodations
17.8. Individual Curricular Accommodations

17.8.1. Steps to Follow
17.8.2. Accommodation Design
17.8.3. Evaluation and Monitoring
17.9. Good Educational Practices

Module 18. Self-Regulated Learning

18.1. Metacognition and Learning

18.1.1. Metacognitive Strategies and Learning Styles
18.1.2. Learning Facilitators
18.1.3. Conceptual Maps

18.2. Self-Regulation and Thought
18.3. Executive Functions

18.3.1. Working Memory
18.3.2. Planning
18.3.3. Reasoning
18.3.4. Flexibility
18.3.5. Inhibition
18.3.6. Decision-Making
18.3.7. Estimating Time
18.3.8. Dual Execution
18.3.9. Branching 

18.4. Personal Learning Environments (PLE)
18.5. Self-Regulated Learning Tools

Module 19. Creativity and Emotional Education in the Classroom

19.1. Emotional Intelligence and the Education of Emotions according to the Mayer and Salovey Model
19.2. Other Models of Emotional Intelligence and Emotional Transformation

19.2.1. Emotional Competence Models
19.2.2. Social Competence Models
19.2.3. Multiple Models

19.3. Socio-Emotional Skills and Creativity According to Level of Intelligence
19.4. Concept of Emotional Quotient, Intelligence and Desynchrony Accommodation in High Intellectual Capacities
19.5. Concept of Hyperemotivity
19.6. Current Scientific Studies on Creativity, Emotions, Self-Awareness and Intelligence

19.6.1. Neuroscientific Studies
19.6.2. Applied Studies

19.7. Practical Classroom Resources to Prevent Demotivation and Hyperemotivity
19.8. Standardized Tests to Assess Emotions and Creativity

19.8.1. Creativity Tests and Quizzes
19.8.2. Assessing Emotions
19.8.3. Laboratories and Valuation Experiences

19.9. Inclusive Schools: Humanist Model and Emotional Education Interrelation

Module 20. Neurolinguistics and High Capacities

20.1. Neurolinguistic Programming (NLP) and Its Applications: From Controversy to Use
20.2. Metalinguistic Abilities and Talents
20.3. Language Stimulation and Comorbidities
20.4. Languages and Verbal Talent
20.5. Language and Creative Writing in High Capacities
20.6. Oratory and Locution in High Capacities
20.7. Performing Arts and High Capacities
20.8. Discussions and Dialogs in High Capacities
20.9. Communication Activities in Educational Environments

Module 21. New Technologies and Cooperative Learning

21.1. The Transformation of Education with New Teaching Methods

21.1.1. Approaches and Perspectives
21.1.2. Information Communication Technologies (ICTs)
21.1.3. Technology for Learning and Knowledge
21.1.4. Empowerment and Participation Technologies

21.2. Impact of New Technologies in Education

21.2.1. Digital Skills in Students
21.2.2. Digital Skills in Teachers
21.2.3. The Role of Families and the Regulation of Use

21.3. Educating With the Use of New Technologies
21.4. Structure and Abilities in Cooperative Learning
21.5. Purposes of Cooperative Learning From a Multicultural Approach
21.6. Application in Each of the Educational Stages

21.6.1. Teamwork and Group Cohesion in Early Childhood Education
21.6.2. Cooperative Techniques in Early Childhood Education
21.6.3. Didactics and Experiences in Primary Education Simple Structures
21.6.4. Primary Research and Projects
21.6.5. Importance of Roles in Secondary Education
21.6.6. Evaluation of Cooperative Experiences in Secondary Schools

21.7. Design of Activities and Group Dynamics
21.8. The Role of the Teacher as Facilitator and Guide
21.9. Assessment of Cooperative Learning

Module 22. Intervention in High Capacities

22.1. Techniques to Improve Self-Esteem
22.2. Coping and Problem-Solving Strategies
22.3. Social Skills
22.4. Emotional Intelligence
22.5. Learning Planning
22.6. Personal Development Orientation and Guidance
22.7. Family-Centered Intervention

22.7.1. Understanding High Capacities
22.7.2. Acceptance of Reality
22.7.3. Decision-Making in the Family Environment
22.7.4. Behaviors within the Family
22.7.5. Projects with the Family
22.7.6. Emotional Intelligence. Managing Emotions

22.8. Educational Intervention

22.8.1. Educational Projects at the Center
22.8.2. Structural Adjustments
22.8.3. Organizational Changes
22.8.4. Attention to Diversity Plans
22.8.5. Teacher Training Plan
22.8.6. Organizing the Early Childhood Curriculum
22.8.7. Organizing the Primary Education Curriculum
22.8.8. Organizing the Secondary Education Curriculum
22.8.9. Emotional Intelligence. Classroom Application
22.8.10. Family and School Projects and Program

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