This Postgraduate diploma program in Educational Needs Identification of Students with High Abilities will generate a sense of security in the performance of the profession, which will help you grow personally and professionally”

The perspective from the emerging educational paradigm must be inclusive and based on a biopsychosocial model , that contemplates attention to diversity from a comprehensive approach aimed at the entire educational community. Teachers, at all educational stages, and related professionals in both the educational and socio-health fields need to know the characteristics of these students, know how to identify their needs and have the knowledge and tools to intervene at a personal, socio-familial and, above all, educational level.

These studies can facilitate job access in this field due to the lack of this type of education and the high demand, because it offers a comprehensive view of High Abilities as well as successful intervention models. Providing tools, experiences and advances in this field, which have also been guaranteed by the program's faculty, since all of them work in this field. In this way, the student will learn based on professional experience as well as evidence-based pedagogy, which makes the student's preparation more effective and accurate. Taking into account that within the different university educational programs, there is a lack of specific preparation in High Abilities, it is necessary to offer students the possibility of expanding their knowledge and teaching skills from a professional perspective necessary to adequately face their future in this field.

In addition, it should be stood out that, although there are specializations on the subject, there is no program that offers such an applied and adjusted approach to the different educational stages and that focuses on the teacher's competence and on offering feedback and collaborative work paths that facilitate learning and practice, with open and flexible approaches that allow the students to experiment by adapting to their context. All this with the possibility of taking the program from your home, at your own pace and without costly travel.

Update your knowledge through the Postgraduate diploma program in Educational Needs Identification of Students with High Abilities”

This Postgraduate diploma in Educational Needs Identification of Students with High Abilities contains the most complete and up-to-date educational program on the market. The most important features include:

• Development of case studies presented by experts in Educational Needs Identification of Students with High Abilities
• 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
• News on the Educational Needs Identification of Students with High Abilities
• Contains practical exercises where the self-evaluation process can be carried out to improve learning
• With special emphasis on innovative methodologies for students with High Abilities
• All of this will be complemented by theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

This Postgraduate diploma may be the best investment you can make in the selection of a refresher program for two reasons: in addition to updating your knowledge in Educational Needs Identification of Students with High Abilities, you will obtain a Postgraduate diploma from TECH Global University”

It includes, in its teaching staff, professionals belonging to the field of Teaching and Pedagogy, who will enable in this program the experience of their work, in addition to recognized specialists belonging to reference societies and prestigious universities.

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

This program is designed around Problem-Based Learning, whereby the educators must try to solve the different professional practice situations that arise during the academic program. For this purpose, the educator will be assisted by an innovative interactive video system developed by recognized experts in the field of High Abilities and with great teaching experience.

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

Take the opportunity to learn about the latest advances in Educational Needs Identification of Students with High Abilities and improve the preparation of your students"

The structure of the contents has been designed by a team of professionals from the best educational centers and universities in the country, aware of the relevance of the current relevance of innovative education, and committed to quality teaching through new educational technologies.

This online Postgraduate diploma in Educational Needs Identification of Students with High Abilities contains the most complete and up-to-date program on the market”

Module 1. Definition and Classification of High Abilities

1.1. Definitions of High Abilities
1.2. Spectrum of High Abilities

1.2.1. Differential Evolutionary Profiles
1.2.2. Qualitative Cut-off Points
1.2.3. East of the Gaussian Bell
1.2.4. Crystallization of Intelligence

1.3. Intellectual Precociousness

1.3.1. Intellectual Precociousness Characteristics
1.3.2. Annotated Real Case Studies

1.4. Simple Talent

1.4.1. Simple Talent Characteristics
1.4.2. Verbal Talent
1.4.3. Mathematical Talent
1.4.4. Social Talent
1.4.5. Motor Talent
1.4.6. Musical Talent
1.4.7. Real Case Studies of the Different Talents

1.5. Compound Talent

1.5.1. Academic Talent
1.5.2. Artistic Talent
1.5.3. Real Case Studies of Compound Talents

1.6. Giftedness: Characteristics of High Abilities Individuals

1.6.1. Differential Diagnosis

1.7. Clinical Aspects in High Abilities Individuals: Giftedness and Talent

1.7.1. Gender and Evolutionary Variables
1.7.2. Giftedness Clinic
1.7.3. Double Exceptionality

1.8. Implications in Educational Practice

Module 2. Identification of High Abilities

2.1. Group and Individual Detection: Tools
2.2. Psychopedagogical Evaluation Models

2.2.1. Psychopedagogical Evaluation Principles
2.2.2. Measurement Validity and Reliability

2.3. Psychometric Assessment Tools

2.3.1. Cognitive Aspects
2.3.2. Performance and Aptitude Tests
2.3.3. Complementary Tests

2.4. Qualitative Assessment Tools

2.4.1. Personality Tests
2.4.2. Motivation Tests
2.4.3. Behavior Tests
2.4.4. Self-concept Tests
2.4.5. Adaptation and Socialization Tests
2.4.6. Projective Tests

2.5. Multidisciplinary Assessment and Clinical Diagnosis

2.5.1. Educator and Teacher Contributions
2.5.2. Specialist Psycho-pedagogue Contributions
2.5.3. Clinician and Physician Contributions
2.5.4. Asynchronous Neurodevelopment

2.6. Comorbidities

2.6.1. Asperger’s Syndrome
2.6.2. Double Exceptionality
2.6.3. Attention Deficit Disorder with or without Hyperactivity
2.6.4. Personality Disorders
2.6.5. Eating Disorders
2.6.6. Learning Difficulties

2.7. Personal Treatment
2.8. Family Orientation and Guidance
2.9. Guidelines for Educational Response

Module 3. Neuropsychology of High Abilities

3.1. Introduction to Neuropsychology
3.2. Intellectual Functioning of High Abilities
3.3. Metacognition in High Abilities Children
3.4. Concepts: Genetics, Environment, Heritability
3.5. Crystalization of High Abilities Individuals
3.6. Plasticity and Brain Development

3.6.1. Critical Periods
3.6.2. Sensitive Periods

3.7. Contributions to Clinical Diagnosis
3.8. Cognitive Processing and Learning

3.8.1. Perception
3.8.2. Attention
3.8.3. Operative Memory
3.8.4. Reasoning
3.8.5. Language and Brain
3.8.6. Bilingualism and Brain Development
3.8.7. Literacy

3.9. Different Minds, Different Learning Experiences

3.9.1. The Developing Brain
3.9.2. Adolescent Brain

3.10. Brain Functioning: Classroom Strategies

3.10.1. Psychomotor Skills
3.10.2. Emotions and Learning
3.10.3. Novelty
3.10.4. Play
3.10.5. Art
3.10.6. Cooperation

Module 4. Clinical Aspects and Educational Needs of High Abilities

4.1. Clinical Manifestations of High Abilities Individuals

4.1.1. Internal Dyssynchrony
4.1.2. External Dyssynchrony
4.1.3. Negative Pygmalion Effect
4.1.4. Identity Diffusion Syndrome
4.1.5. Overexcitabilities
4.1.6. Cognitive and Creative Functions

4.2. Specific Educational Needs and High Abilities Individuals
4.3. Cognitive and Creative Functions
4.4. Clinical Features and Explanation on the Basis of High Abilities Individuals

4.4.1. Most Frequent Diagnostic Confusions

4.5. Self-knowledge Needs

4.5.1. I Know What I Am Like
4.5.2. I Know How I Behave
4.5.3. Homogeneity vs. Heterogeneity
4.5.4. Capacity and Performance

4.6. Teaching and Learning Process Needs

4.6.1. Defined Style
4.6.2. Undefined Style
4.6.3. Transmitting Information
4.6.4. Methodological Flexibility

4.7. Personality and Emotional Needs

4.7.1. Personality Profiles
4.7.2. External Points

4.8. Motivation and Emotional Needs

4.8.1. Affective Problems
4.8.2. Hypomotivation

4.9. Interaction Needs

4.9.1. Peer Relationships
4.9.2. Other Group Relationships 

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