Learning Difficulties need to be correctly assessed by psychologists in order to be treated in time. Don't think twice and enroll with us”

Diversity is understood as the differences that students present in school learning, differences in terms of aptitudes, interests, motivations, abilities, maturation rates, learning styles, previous experiences and knowledge, social and cultural environments, etc. These aspects make up student typologies and profiles that should largely determine educational planning and action.

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

This program responds to the demand for continuous professional development and is aimed primarily at child psychologists. With this training program, professionals will acquire competences to manage learning difficulties and diversity in the social context, and adapt attention to diversity plans and educational projects for use within centers.

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

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

This 100% online Postgraduate diploma is the perfect opportunity to learn about the new techniques for Learning Difficulties Assessment”

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

• Practical cases presented by experts in Learning Difficulties
• 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
• The latest findings in relation to Learning Difficulties
• Its practical exercises where to perform the self-assessment process to improve learning
• The interactive learning system based on algorithms for making decisions on the situations posed
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

We offer you the opportunity to train with a multitude of practical cases that will help you to enhance you knowledge of Learning Difficulties”

The teaching staff includes professionals with expertise on Learning Difficulties, who apply their experience to this program as well as renowned specialists from leading scientific societies.

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive program designed to learn in real situations.

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise throughout the program. To do so, Psychologists will be assisted by an innovative interactive video system created by renowned and experienced experts in the Assessment of Difficulties.

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

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

The syllabus for this program has been designed by a team of experts in Learning Difficulties and Attention to Diversity, who have united all their knowledge to provide you the best academic option on the market with the most up-to-date and rigorous content available on this subject. These professionals, aware of the importance of education in this field, have designed this Postgraduate diploma to prepare more competent and qualified psychologists to work with children and adolescents to assess their learning difficulties. 

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

Module 1. Theoretical and Methodological Fundamentals in Attention to Diversity and Learning Difficulties in Children

1.1. Introduction
1.2. Philosophical, Sociological, Psychological and Pedagogical Basis for Attention to Diversity and Learning Difficulties in Children

1.2.1.  Basic Definitions

1.2.1.1. Psychology and its Fundamentals
1.2.1.2. Pedagogy and its Fundamentals
1.2.1.3. Educational Process
1.2.1.4. Teaching- Learning Process

1.2.2. Contributions of Psychology to Pedagogy as a Science

1.2.2.1. In the Theoretical Order
1.2.2.2. In the Methodological Order
1.2.2.3. In the Practical Order

1.2.3. Influence of Educational Psychology in Learning Difficulties

1.2.3.1. The Behavioral Perspective
1.2.3.2. The Cognitive Perspective (Psychic Functions and Processes)
1.2.3.3. Affective Perspective

1.3. Psychopedagogy as a Science to Tackle the Challenges of Diversity Education and the Care of Children with Learning Difficulties

1.3.1. Object of Study of Psychopedagogy
1.3.2. Categorical System of Psychopedagogy
1.3.3. Principles of Psychopedagogy
1.3.4. Challenges of Psychopedagogy in the 21st Century

1.4. Pscyhopedagogical Characterization of Children and Adolescents at Different Levels of Education

1.4.1. Basic Definitions

1.4.1.1. Personality and its Origins

1.4.1.1.1. Biological Factor
1.4.1.1.2. Innate Factor
1.4.1.1.3. Hereditary Factor
1.4.1.1.4. Genetic Factor

1.4.1.2. Cognitive Development and its Theoretical-Practical Importance for Care of LD

1.4.1.2.1. Organic Aspect
1.4.1.2.2. Maturing Aspect
1.4.1.2.3. Functional Aspect
1.4.1.2.4. Social Aspect
1.4.1.2.5. Educational Aspect

1.4.1.3. Learning

1.4.1.3.1. Approach to its Conceptualization
1.4.1.3.2. Necessary Conditions for Learning

1.4.2. Psychopedagogical Characteristics of the Primary Education Schoolchild

1.4.2.1. 6-8 Years Old Child

1.4.2.1.1. First Grade Child
1.4.2.1.2. Second Grade Child

1.4.2.2. 8-10 Years Old Child

1.4.2.2.1.Third Grade Child
1.4.2.2.2.Fourth Grade Child

1.4.2.3.  10-12 Years Old Child

1.4.2.3.1. Fifth Grade Child
1.4.2.3.2. Sixth Grade Child

1.5. Learning as an Individual and Social Process

1.5.1. Cognitive Strategies
1.5.2. Learning Strategies
1.5.3. Remembering Strategies
1.5.4. Retention Strategies
1.5.5. Evocation Strategies
1.5.6. Problem Solving Strategies

1.6. The Teaching-Learning Process in Primary School

1.6.1. Approach to its Definition

1.6.1.1. Teaching- Learning Process
1.6.1.2. Developmental Teaching- Learning Process

1.6.2. Characteristics of the Developmental Teaching- Learning Process
1.6.3. Potentials of the Developmental Teaching-Learning Process
1.6.4. Cooperation, the Necessary Condition in the Teaching-Learning Process

1.6.4.1. Cooperative Learning

1.6.4.1.1. Definition
1.6.4.1.2.Types of Cooperative Groups
1.6.4.1.3.The Characteristics of Cooperative Learning

1.6.5. Forms of Participation in Cooperative Learning

1.6.5.1. In the Classroom
1.6.5.2. In Other Learning Spaces in the School
1.6.5.3. In the Family
1.6.5.4. In the Community

1.6.6. Structure of a Cooperative Learning Class

1.6.6.1. Moment of Initiation
1.6.6.2. Moment of Development
1.6.6.3. Moment of Closing

1.6.7. Creation of Favorable Environments for Learning

Module 2. Learning Difficulties: Historical Approach, Conceptualization, Theories and Classification

2.1. Introduction
2.2. A Historical View of Learning Difficulties

2.2.1. Foundation Stage
2.2.2. Transition Stage
2.2.3. Consolidation Stage
2.2.4. Current Stage

2.3. Critical Vision of Its Conceptualization

2.3.1. Criteria Applied for Its Definition

2.3.1.1. Exclusion Criteria
2.3.1.2. Discrepancy Criteria
2.3.1.3. Specificity Criteria

2.3.2. Some Definitions and Their Regularities
2.3.3. Between Heterogeneity and Differentiation

2.3.3.1. Schoolchild Problems
2.3.3.2. Low School Performance
2.3.3.3. Specific Learning Difficulties

2.3.4. Learning Disorders vs. Learning Difficulties

2.3.4.1. Learning Disorders

2.3.4.1.1. Definition
2.3.4.1.2. Features

2.3.4.2. Overlap of Disorders and Learning Difficulties that Complicate Understanding
2.3.4.3. Difference Between Disorders and Learning Difficulties That Determine the Context of Application and Relevance
2.3.4.4. Special Educational Needs (SEN) and Learning Difficulties

2.3.4.4.1. Definition of SEN
2.3.4.4.2. SEN, Differences and Similarities to Learning Difficulties

2.4. Classification of Learning Difficulties

2.4.1. International Classification Systems

2.4.1.1. DSM-5 (Diagnostic and Statistical Manual of Mental Disorders)
2.4.1.2. ICD-10 (International Statistical Classification of Diseases and Related Health Problems)

2.4.2. Classification of Learning Difficulties According to DSM-5
2.4.3. Classification of Learning Difficulties According to ICD-10 (ICD-11 Currently Being Developed)
2.4.4. Comparison of Classification Instruments

2.5. Mainly Theoretical Focus of Learning Difficulties

2.5.1. Neurobiological or Organic Theories
2.5.2. Theories of Cognitive Deficit Processes
2.5.3. Psycholinguistic Theories
2.5.4. Psychogenic Theories
2.5.5. Environmentalist Theories

2.6. Causes of Learning Difficulties

2.6.1. Personal or Intrinsic Factors

2.6.1.1. Biological
2.6.1.2. Psychogenic

2.6.2. Contextual or Extrinsic Factors

2.6.2.1. Environmental
2.6.2.2. Institutional

2.7. Models for Attention to Learning Difficulties

2.7.1. Models Focused on the Medical-Clinical Aspects
2.7.2. Models Focused on Cognitive Processes
2.7.3. Models Focused on Observable Deficits
2.7.4. Models Focused on the Curriculum
2.7.5. Educational Model of Integral Education

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

Module 3. Reflections on the Diagnosis and Evaluation of Learning Difficulties

3.1. Introduction
3.2. Diagnosis and Its Distinctive Characteristics

3.2.1. Definition
3.2.2. Principles and Functions of the Diagnostic Process
3.2.3. Characteristics of the Diagnosis
3.2.4. Types of Diagnosis: Early Diagnostics and Psychopedagogical Diagnosis

3.3. Particularities of the Evaluation Process

3.3.1. Educational Evaluation
3.3.2. Psychopedagogical Evaluation

3.4. Relationship Between Diagnosis and Evaluation

3.4.1. Theoretical Controversy Between Both Concepts
3.4.2. Complementary Nature of the Diagnostic and Evaluation Processes

3.5. The Diagnostic and Evaluation Process for Learning Difficulties

3.5.1. Definitions

3.5.1.1. Diagnosis and Its Particularities
3.5.1.2. Assessment and Its Particularities

3.5.2. Techniques and Instruments for Diagnosis and Evaluation

3.5.2.1. From a Qualitative Focus
3.5.2.2. Based on Standardized Tests
3.5.2.3. Integral Educational Evaluation Focus

3.6. The Evaluation Team and the Way It’s Formed From an Interdisciplinary Perspective

3.6.1. Potential of the Evaluation Team’s Composition
3.6.2. Particularities of the Evaluation Team According to the Way it Works
3.6.3. Role of Each Member of the Team in the Diagnostic Process

3.7. The Psychopedagogical Report as an Instrument for the Communication of Developmental Levels of Students with Learning Difficulties

3.7.1. Dual Purpose of the Report

3.7.1.1. In the Evaluation
3.7.1.2. In the Care

3.7.2. Essential Aspects Which Make Up Its Structure

3.7.2.1. Personal Data
3.7.2.2. Assessment Reason
3.7.2.3. Information on the Development of the Child

3.7.2.3.1. Personal background
3.7.2.3.2. Family Background
3.7.2.3.3. Psychosocial Aspects
3.7.2.3.4. School Aspects
3.7.2.3.5. Techniques and Instruments of Applied Evaluation
3.7.2.3.6. Analysis of the Results Obtained

3.7.2.4. Conclusions
3.7.2.5. Recommendations

3.7.3. Particularities in the Way They Are Written

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

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