Incorporate into your specialization the work skills of a specialist in motor disorders, ocular and hearing problems, learning to perform a complete intervention with these students”

The professors of the Postgraduate diploma are knowledgeable not only in theory, but also have experience in providing answers tailored to the demands of individual students and in the processes of inclusion in the real world. To this end, didactic instruments and technological innovations are used to facilitate student learning. 

It is a unique program that combines the management of common diagnostic classifications within multiprofessional teams and their implication in daily practice. This combination allows students to address the real demands of the labor field in which they work. 

Specialize in an intensive and complete way, through the Postgraduate diploma program in Motor Disorders, Ocular and Hearing Problems for Psychologists"

This Postgraduate diploma in Motor Disorders, Ocular and Hearing Problems for Psychologists contains the most complete and up to date scientific program on the market. The most important features of the course are: 

• The development of case studies presented by experts in Motor Disorders, Ocular and Hearing Impairment
• 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 Motor Disorders, Ocular and Hearing Impairment
• Practical exercises where self assessment can be used to improve learning
• Its emphasis on innovative methodologies in Motor Disorders, Ocular and Hearing Impairments
• 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 Functional Diversity in a complete Postgraduate diploma course created to propel you to another professional level"

The teaching staff includes professionals from the field of motor diseases and ocular and hearing problems, who bring their experience to this specialization program, as well as renowned 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 training experience designed to train for real life situations. 

This program is designed around Problem Based Learning, where the medical professional must try to solve the different professional practice situations that arise during the course. For this purpose, the specialist will be assisted by an innovative interactive video system developed by recognized and experienced experts in the field of vertical growth problems. 

Increase your decision making confidence by updating your knowledge with this University Expert course"

Take the opportunity to learn about the latest advances in this field and apply it to your daily practice"

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. Neurodevelopment Disorders Motor disorders/Diseases of the Musculoskeletal System/Diseases of the Nervous System 

1.1. Concept and Definition of Motor Disorders/Diseases of the Musculoskeletal System and Connective System

1.1.1. Definition of the Locomotor Apparatus
1.1.2. Functions of the Locomotor Apparatus
1.1.3. Importance of the Locomotor Apparatus
1.1.4. Development of the Locomotor Apparatus
1.1.5. Disorders of the Locomotor Apparatus
1.1.6. Definition of Musculoskeletal Apparatus
1.1.7. Functions of the Musculoskeletal Apparatus
1.1.8. Importance of the Musculoskeletal Apparatus
1.1.9. Development of the Musculoskeletal Apparatus
1.1.10. Disorders of the Musculoskeletal Apparatus
1.1.11. Definition of the Connective System
1.1.12. Connective System Functions
1.1.13. Importance of the Connective System
1.1.14. Development of the Connective System
1.1.15. Connective System Disorders

1.2. Classification of Motor Disorders/Diseases of the Musculoskeletal System and Connective System

1.2.1. Relationship between DSM-5 and ICD-10 Classifications between Motor Disorders and Diseases of the Skeletal System and Connective System
1.2.2. DSM-5 Classification
1.2.3. Disorders Not Included in DSM-5
1.2.4. CIE-10 Classification
1.2.5. Disorders Not Included in CIE-10
1.2.6. Necessity to Use Both Classifications
1.2.7. Disorders in Common between DSM-5 and ICD-10
1.2.8. Differences between DSM-5 and ICD-10 classifications
1.2.9. Contributions of the Differences between DSM-5 and ICD-10 Classifications to the Work of the Teacher Specialized in Therapeutic Pedagogy
1.2.10. Contributions of the Commonalities between DSM-5 and ICD-10 Classifications to the Work of the Teacher Specialized in Therapeutic Pedagogy

1.3. Incidences in the Stages of Development

1.3.1. Definition and Concept of the Stages of Motor Development
1.3.2. Definition and Concept of Evolutionary Development Stages of the Musculoskeletal System and Connective System
1.3.3. Need to Unify the Stages
1.3.4. Milestones in Development
1.3.5. Incidences on the Embryo and Fetus: Consequences
1.3.6. Incidence in the First Year of Life: Consequences
1.3.7. Incidences in the Proximate-distal Law: Consequences
1.3.8. Incidences in the Headaches-Caudal Law: Consequences
1.3.9. Incidences on the March: Consequences
1.3.10. Other Incidences

1.4. Multiprofessional Coordination

1.4.1. Definition of Multiprofessional Coordination
1.4.2. Multiprofessional Coordination
1.4.3. The Family as the Axis of Multiprofessional Coordination
1.4.5. Diagnosis of the Disorder
1.4.6. Professionals in the Educational Center: Coordination
1.4.7. Intervention of the Physiotherapist in and out of the School Center
1.4.8. Intervention of the Orthotist in and out of the School Center
1.4.9. Professionals External Educational Center: Coordination
1.4.10. Coordination between Professionals Inside and Outside of the School Center
1.4.11. The Teacher Specialized in Therapeutic Pedagogy as a Liaison between Professionals

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

1.5.1. Documentation for Diagnosis of the Disorder
1.5.2. Reviews and Monitoring of the Disorder
1.5.3. Documentation of the Physiotherapist
1.5.4. Check-ups and Monitoring of the Monitoring by the Physiotherapist
1.5.5. Orthotist’s Documentation
1.5.6. Check ups and Monitoring of the Disorder by the Orthotist
1.5.7. Documentation in Schools
1.5.8. Psychopedagogical Evaluation which Determines the Students’ Needs in Class
1.5.9. Elaboration of the Individual Curricular Adaptation Document
1.5.10. Monitoring of the Individual Curricular Adaptation Document

1.6. Educational Intervention According to Stages of Development

1.6.1. Milestones in Development for Educational Intervention
1.6.2. Diagnosis. Premature Stimulation
1.6.3. Educational Intervention to Promote Cephalic Support
1.6.4. Educational Intervention to Promote the Trunk Support
1.6.5. Educational Intervention to Promote Standing Support
1.6.6. Educational Intervention to Promote the Proximal-distal Law
1.6.7. Educational Intervention to Promote law Cephalic Support-Caudal
1.6.8. Educational Intervention to Promote the March
1.6.9. Educational Intervention to Improve Hypotonia
1.6.10. Educational Intervention to Improve Hypertonicity

1.7. Adapted Individual Tools and Materials

1.7.1. Concept of School Activities
1.7.2. Necessity for Early Activities for Students with Special Needs
1.7.3. Necessity for Final Activities for Students with Special Needs
1.7.4. Classroom Adaptation
1.7.5. Adaptation for the School Center
1.7.6. Work Material on Tables
1.7.7. Materials for Walking around the School Center
1.7.8. Materials for Recreation in the School Center
1.7.9. Materials for Food and Hygiene in the School Center
1.7.10. Other Materials

1.8. Adapted Collective Tools and Materials

1.8.1. Concept of Collective Tools and Materials: A Necessity for Student Inclusion
1.8.2. Classification of Tools and Materials According to Environment
1.8.3. Classification of Tools and Materials According to Use
1.8.4. Materials for Classroom
1.8.5. Materials for the School Center
1.8.6. Materials for Playgrounds
1.8.7. Materials for Lunchrooms and Bathrooms
1.8.8. Information and Signs for Common Use in the Center
1.8.9. Adaptation of Common Spaces and Spaces for Use by All: Ramps and Elevators
1.8.10. Other Tools and Materials

1.9. Social-Community Intervention at Schools

1.9.1. Concept of Social-Community Intervention
1.9.2. Justification for Social-Community Intervention for Students with Special Needs
1.9.3. Coordinated Intervention in Schools Among All Teaching Staff
1.9.4. Coordinated Intervention from Non-teaching Staff
1.9.5. Coordinated Intervention with Families in the Classroom
1.9.6. Intervention with External Resources: Extracurricular Outings
1.9.7. Intervention with External Resources for Culture: Zoo or Museums, etc.
1.9.8. Coordinated Intervention with Other Resources in the Vicinity: Library or Municipal Sports Center, etc.
1.9.9. Request for Social-Community Resources: Grants and Other Forms of Aid
1.9.10. Other Social-Community Resources

1.10. Assessment and Prognosis

1.10.1. The First Diagnosis: Response from Families
1.10.2. Helping Families to Accept the Diagnosis
1.10.3. Information and Interviews with Families
1.10.4. Information and Interviews with Students with Special Needs
1.10.5. Intervention at the School during Assessment: Role of the Teacher Specialized in Therapeutic Pedagogy
1.10.6. Multiprofessional Intervention in the Assessment
1.10.7. Measures to Make the Best Diagnosis
1.10.8. Establishing the Schedule in Multiprofessional Intervention
1.10.9. Review and Monitoring of Intervention: Assessment
1.10.10. Proposals for Improvement in Multiprofessional Intervention

Module 2. Eye Diseases 

2.1. Concept and Definition of the Eye and its Diseases

2.1.1. Introduction to the Nervous System
2.1.2. Definition of the Eye and Function
2.1.3. Parts of the Eye
2.1.4. Description of the Visual Process
2.1.5. Formation of the Image
2.1.6. Normal Vision and Binocular Vision
2.1.7. Visual Perception
2.1.8. Importance of the Visual System
2.1.9. Definition of Eye Disorders
2.1.10. Neuro-ophthalmology

2.2. Classification of Eye Disorders

2.2.1. Congenital Diseases
2.2.2. Syndromes with Ocular Conditions
2.2.3. Color Blindness
2.2.4. Infectious Agents
2.2.5. Diseases Related to Refractive Defects
2.2.6. Diseases of the Neuroanatomy of the Eye (Cornea, Retina and Optic Nerve)
2.2.7. Amblyopia
2.2.8. Strabismus
2.2.9. Visual Impairment
2.2.10. Ocular Trauma

2.3. Neurological Basis of Development and Learning

2.3.1. Pyramids of Human Development
2.3.2. Phases of Development
2.3.3. Levels of Development
2.3.4. Location of the Sensory Level in the Developmental Pyramid and its Significance
2.3.5. General Scheme of Neurodevelopment
2.3.6. Sensorial and Perceptive Neurodevelopment in Childhood
2.3.7. Development of Early Sensations
2.3.8. Development of Color Perception
2.3.9. Development of Perceptual Organization
2.3.10. Motion perception

2.4. Incidences in the Stages of Development

2.4.1. Risk Factors with Stages of Development
2.4.2. Development of the Visual System at Birth
2.4.3. Development of Sensory Systems during Infancy
2.4.4. Consequences for Visual Attention
2.4.5. Consequences for Visual Memory
2.4.6. Consequences for Reading Skills
2.4.7. Influence of Vision on the Visuomotor System and its Development
2.4.8. Incidences in the Development of Reading Skills
2.4.9. Incidences in the Development of Writing during the Learning Process
2.4.10. Other Incidences

2.5. Multiprofessional Coordination

2.5.1. Specialised Teacher in Therapeutic Pedagogy
2.5.2. Specialized Degree in Hearing and Speech
2.5.3. Special Education Supervisors during Schooling
2.5.4. Educators
2.5.5. Curricular Support Teachers
2.5.6. Mediators for Deafness and Blindness
2.5.7. Social Educators
2.5.8. Educational Guidance Teams
2.5.9. Specialized Educational Guidance Teams
2.5.10. Guidance Departments
2.5.11. Professional Doctors Who Detect Eye Diseases

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

2.6.1. Psychopedagogical Evaluation
2.6.2. Neuropsychopedagogical Report
2.6.3. Ophthalmological Reports
2.6.4. Specific Medical Documentation for Diseases
2.6.5. Monitoring of Disorders
2.6.6. Documentation in Schools
2.6.7. Social Services
2.6.8. Social Organizations
2.6.9. School Organization
2.6.10. Classroom Organization
2.6.11. Family Organization

2.7. Educational Intervention According to Stages of Development

2.7.1. Adaptations at the School Level
2.7.2. Adaptations at the Classroom Level
2.7.3. Adaptations at the Personal Level
2.7.4. Computer Supplies
2.7.5. Educational Intervention during Early Childhood
2.7.6. Educational Intervention during Late Childhood
2.7.7. Educational Intervention during Adulthood
2.7.8. Intervention to Help Visual Capacity
2.7.9. Educational Intervention to Promote the Literacy Process
2.7.10. Family Interventions

2.8. Adapted Tools and Materials

2.8.1. Tools for Working with Students with Visual Deficits
2.8.2. Tools for Working with Students with Visual Impairment
2.8.3. Individual Adapted Tools
2.8.4. Collective Adapted Tools
2.8.5. Visual Skills Programs
2.8.6. Adaptations of Curricular Elements
2.8.7. Adaptation of Common Areas
2.8.8. Typhlotechnology
2.8.9. Visual Aid Techniques
2.8.10. Visual Stimulation Programs

2.9. Social-Community Intervention at Schools

2.9.1. Concept of Social-Community Intervention
2.9.2. Schooling of Students
2.9.3. Socialization of the Child
2.9.4. Extracurricular Outings
2.9.5. Family Circle
2.9.6. Relationship between Family and School
2.9.7. Relationship among Peers
2.9.8. Leisure and Free Time
2.9.9. Professional training
2.9.10. Inclusion in Society

2.10. Evaluation and Prognosis of Diseases

2.10.1. Signs of Visual Impairment
2.10.2. Attitudinal Observation of the Student
2.10.3. Ophthalmologic Examination
2.10.4. Psychopedagogical Evaluation
2.10.5. Evaluation of the Degree of Adaptation to Visual Impairment
2.10.6. Differences Associated with Visual Pathology
2.10.7. Analysis of Family Cohesion
2.10.8. Assessment Test of a Student’s Functional Vision
2.10.9. Programs and Scales of Visual Stimulation
2.10.10. Visual Rehabilitation

Module 3. Ear Diseases 

3.1. Concept and Definition of the Ear and its Diseases

3.1.1. Introduction to the Nervous System
3.1.2. Definition of the Ear and Function
3.1.3. Parts of the Ear
3.1.4. General Neuroanatomical Basis of the Ear
3.1.5. Development of the Auditory System
3.1.6. The Balance System
3.1.7. Description of the Auditory Process
3.1.8. Auditory Perception
3.1.9. Importance of the Auditory System
3.1.10. Definition of Ear Diseases

3.2. Classification of Ear Diseases

3.2.1. Congenital Diseases
3.2.2. Infectious Agents
3.2.3. Diseases of the Outer Ear
3.2.4. Diseases of the Middle Ear
3.2.5. Diseases of the Inner Ear
3.2.6. Classification of Hypoacusis
3.2.7. Psychobiological Aspects of Hypoacusis
3.2.8. Ear Trauma

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 Sensory Level in the Developmental Pyramid and its Significance
3.3.5. General Scheme of Neurodevelopment
3.3.6. Sensorial and Perceptive Neurodevelopment in Childhood
3.3.7. Development of the Hearing Process regarding Language
3.3.8. Social Development

3.4. Incidences in the Stages of Development

3.4.1. Risk Factors with Stages of Development
3.4.2. Development of the Hearing System at Birth
3.4.3. Development of Sensory Systems during Infancy
3.4.4. Influence of Hearing on the Development of Balance in the Early Stages of Learning
3.4.5. Communication Difficulties
3.4.6. Motor Coordination Difficulties
3.4.7. Influence on Attention Span
3.4.8. Functional Consequences
3.4.9. Consequences for Reading Skills
3.4.10. Emotional Incidences

3.5. Multiprofessional Coordination

3.5.1. Specialized 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 Evaluation
3.6.2. Neuropsychopedagogical Report
3.6.3. Medical Reports
3.6.4. Audiometry
3.6.5. Acoumetry
3.6.6. Tympanometry
3.6.7. Supraliminal Tests
3.6.8. Stapedial reflex
3.6.9. Documentation in Schools
3.6.10. School Organization
3.6.11. Classroom Organization
3.6.12. Social and Family Organization

3.7. Educational Intervention According to Stages of Development

3.7.1. Adaptations at the School Level
3.7.2. Adaptations at the Classroom Level
3.7.3. Adaptations at the Personal Level
3.7.4. Logopedic Intervention in Stages of Development
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. Alternative and Augmentative Communication Systems
3.7.9. Intervention to Stimulate Auditory Capacity
3.7.10. Educational Intervention to Improve Linguistic Ability
3.7.11. Family Interventions

3.8. Adapted Tools and Materials

3.8.1. Tools for Working with Students with Visual Deficits
3.8.2. Tools for Working with Students with Visual Impairment
3.8.3. Individual Adapted Tools
3.8.4. Collective Adapted Tools
3.8.5. Auditory Skills Programs
3.8.6. Adaptation of Common Areas
3.8.7. Adaptations of Curricular Elements
3.8.8. Influence of ICT
3.8.9. Auditory Aid Techniques
3.8.10. Auditory Stimulation Programs

3.9. Social-Community Intervention at Schools

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

3.10. Evaluation and Prognosis of Diseases

3.10.1. Signs of Visual Impairment
3.10.2. Tests for Subjective Hearing
3.10.3. Tests for Objective Hearing
3.10.4. Psychopedagogical Evaluation
3.10.5. ENT Physician’s Evaluation
3.10.6. Role of the Audiologist
3.10.7. Speech Therapist Evaluation
3.10.8. Function of Social Services
3.10.9. Analysis of Family Cohesion
3.10.10. Treatment 

A unique specialization program that will allow you to acquire advanced training in this field"