Este programa de Postgraduate certificate en Inclusive Education Strategies generará una sensación de seguridad en el desempeño de tu profesión, que te ayudará a crecer personal y profesionalmente”

Goleman (1995) define la inteligencia emocional como “la capacidad de reconocer nuestros propios sentimientos y los de los demás, de motivarnos y de manejar adecuadamente las relaciones”. Incide el autor sobre dos aspectos fundamentales, la capacidad para la autoreflexión, identificando y regulando las propias emociones, y, en segundo lugar, la habilidad para reconocer emociones y sentimientos en los demás.

Sin emoción no hay aprendizaje. Sin emoción no hay pensamiento coherente ni ensamblado, sin emoción no hay toma de decisiones acertadas, como afirma el profesor Francisco Mora (2018). Los docentes han de saber cómo funciona el cerebro y como han de gestionar sus propias emociones y las de sus alumnos.

Educar en las emociones es clave para favorecer el aprendizaje, afirma Begoña Ibarrola (2016). Existen emociones que favorecen el proceso de aprendizaje y otras lo dificultan e incluso bloquean. Para aprender es necesario desarrollar procesos cognitivos básicos que por ansiedad o frustración pueden interferir en dicho aprendizaje. Abordar la educación emocional en todas las etapas educativas pasa de ser un reto a una necesidad.

Damasio (2004) considera las emociones como parte integrante del proceso racional, lógico, en la toma de decisiones y para llevar a cabo una acción. Según Rafael Bisquerra (2019), la práctica de la educación emocional implica diseñar programas fundamentados en un marco teórico, que para llevarlos a la práctica hay que contar con profesorado debidamente preparado. Para Juan Vaello (2019) si alumnos y profesores fueran emocionalmente competentes, las aulas serían espacios seguros, de convivencia exquisita y aprendizaje constante. En ese sentido, afirma el autor, la actitud con que cada profesor afronta su trabajo es un componente esencial de la situación.

Enseñar no es lo mismo que aprender y para que el alumnado del siglo XXI, dentro de un paradigma educativo moderno y en constante evolución, sea capaz de gestionar y compartir sus experiencias educativas, hacen falta programas educativos y formaciones para el profesorado en los que la Educación Socioemocional y el Desarrollo de Habilidades tanto profesionales como personales estén bien desarrolladas como presentamos en este Postgraduate certificate.

Actualiza tus conocimientos a través del programa de Postgraduate certificate online en Inclusive Education Strategies”

Este Postgraduate certificate en Inclusive Education Strategies contiene el programa educativo más completo y actualizado del mercado. Las características más destacadas del Postgraduate certificate son:

• Desarrollo de casos prácticos presentados por expertos en Inteligencia emocional. Sus contenidos gráficos, esquemáticos y eminentemente prácticos con los que están concebidos, recogen una información científica y práctica sobre aquellas disciplinas indispensables para el ejercicio profesional.
• Novedades sobre los avances en Neuroeducación y Neuroemoción
• Contiene ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje.
• Con especial hincapié en metodologías innovadoras en el proceso de enseñanza y aprendizaje.
• Todo esto se complementará con lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual.
• Disponibilidad de los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet.

Este Postgraduate certificate puede ser la mejor inversión que puedes hacer en la selección de un programa de actualización por dos motivos: además de poner al día tus conocimientos en Inclusive Education Strategies, obtendrás un título de Postgraduate certificate por la mayor Universidad Digital del mundo, TECH”

Incluye en su cuadro docente profesionales pertenecientes al ámbito de la docencia y la pedagogía, que vierten en esta formación la experiencia de su trabajo, además de reconocidos especialistas pertenecientes a sociedades de referencia y universidades de prestigio.

Gracias a su contenido multimedia elaborado con la última tecnología educativa, permitirán al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará un aprendizaje inmersivo programado para entrenarse ante situaciones reales.

El diseño de este programa está basado en el Aprendizaje Basado en Problemas, mediante el cual el alumno deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del Postgraduate certificate. Para ello, el alumno contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo de la Inclusive Education Strategies y con gran experiencia docente.

Aumenta tu seguridad en la toma de decisiones actualizando tus conocimientos a través de este Postgraduate certificate”

Aprovecha la oportunidad para conocer los últimos avances en Inclusive Education Strategies y mejorar la formación de tus alumnos”

The structure of the contents has been designed by a team of professionals from the best educational institutions and universities in the country, who are aware of the relevance of up-to-date, innovative education and are committed to quality teaching using new educational technologies.

This Postgraduate certificate in Inclusive Education Strategies, contains the most complete and updated scientific program in the market”

Module 1. Emotional development and intelligence

1.1. What is Emotional Intelligence?

1.1.1. Introduction
1.1.2. History of emotional intelligence
1.1.3. Why is emotional intelligence important?

1.1.3.1. Management of happiness

1.1.4. What are Emotions?

1.1.4.1. Types of emotions

1.1.5. Emotional strategies and skills
1.1.6. Emotional understanding

1.1.6.1. Empathy
1.1.6.2. Assertiveness
1.1.6.3. Resilience

1.1.7. Intelligence

1.1.7.1. Academic Intelligence
1.1.7.2. Social Intelligence
1.1.7.3. Emotional Intelligence

1.1.8. Models of emotional intelligence

1.1.8.1. Mixed Models
1.1.8.2. Role Models
1.1.8.3. Other Models

1.1.9. Evaluation of Emotional Intelligence
1.1.10. Conclusions

1.2. Elements of emotional intelligence (I)

1.2.1. Introduction
1.2.2. What is Motivation?
1.2.3. Types of Motivation

1.2.3.1. Primary motivation

1.2.3.1.1. Hunger
1.2.3.1.2. Thirst
1.2.3.1.3. Sleep
1.2.3.1.4. Sex

1.2.3.2. Secondary motivation

1.2.3.2.1. Needs
1.2.3.2.2. Achievements
1.2.3.2.3. Power

1.2.4. Motivation and school environment
1.2.5. Empathy

1.2.5.1. Characteristics of the people who possess it
1.2.5.2. Degree of empathy

1.2.6. Empathy in the classroom

1.2.6.1. Attitudes of the empathetic teacher

1.2.7. Empathy and Brain

1.2.7.1. Disorders
1.2.7.2. Neural bases of empathy

1.2.8. Violence, opposite face of empathy
1.2.9. Perception

1.2.9.1. The Senses
1.2.9.2. Perception and Reality

1.2.10. Conclusions

1.3. Elements of emotional intelligence (II)

1.3.1. Introduction
1.3.2. Self-regulation

1.3.2.1. Biology of emotional self-regulation
1.3.2.2. Elements that influence self-regulation
1.3.2.3. Disorders and injuries

1.3.3. Self-regulation and learning processes in the classroom
1.3.4. Self-consciousness

1.3.4.1. Features
1.3.4.2. Introspection

1.3.5. Social skill
1.3.6. Administration of relations

1.3.6.1. Leadership
1.3.6.2. Influence

1.3.7. Assertiveness
1.3.8. Self-Confidence
1.3.9. Adaptability
1.3.10. Conclusions

1.4. Emotional intelligence in the company

1.4.1. Introduction
1.4.2. Importance of emotional intelligence in the company
1.4.3. Emotionally intelligent manager
1.4.4. Leadership
1.4.5. Teamwork and collaboration
1.4.6. Conflict management
1.4.7. Development of others
1.4.8. Work performance
1.4.9. Work performance
1.4.10. Conclusions

1.5. Brain and emotions

1.5.1. Introduction
1.5.2. Neuroeducation

1.5.2.1. Basis and Foundations
1.5.2.2. Neuroeducation in the classroom

1.5.3. Emotional brain or limbic system

1.5.3.1. Where emotions are produced
1.5.3.2. Fear
1.5.3.3. Joy

1.5.4. Neurotransmitters

1.5.4.1. Acetylcholine
1.5.4.2. The norepinephrine and the epinephrine
1.5.4.3. Dopamine
1.5.4.4. Glutamate
1.5.4.5. Serotonin
1.5.4.6. Endorphin

1.5.5. Reward circuit
1.5.6. Components of the emotion

1.5.6.1. Physiology of the emotion
1.5.6.2. Expression of the emotion

1.5.7. Fear
1.5.8. Anger
1.5.9. Happiness
1.5.10. Conclusions

1.6. Attitudes of people with emotional intelligence

1.6.1. Introduction
1.6.2. What are skills?

1.6.2.1. Positive attitude
1.6.2.2. Negative attitude

1.6.3. Social attitudes
1.6.4. Promote positive attitude in school

1.6.4.1. Positive attitudes in class
1.6.4.2. Attitude of change and participation
1.6.4.3. Strategies

1.6.5. Attitudes in emotional intelligence
1.6.6. Values, virtues and attitudes in school
1.6.7. Tools for assessing attitudes

1.6.7.1. Attitude scale
1.6.7.2. Anecdotal record
1.6.7.3. Checklist
1.6.7.4. Scale of assessment

1.6.8. Attitude on the job
1.6.9. Attitude and conduct
1.6.10. Conclusions

1.7. Emotional intelligence in children, adults and in old age

1.7.1. Introduction
1.7.2. Emotional Intelligence in babies 0 to 12 months

1.7.2.1. Strategies to develop your emotional intelligence
1.7.2.2. Benefits

1.7.3. Emotional intelligence in children

1.7.3.1. Benefits

1.7.4. Help build emotional intelligence in children

1.7.4.1. Work on the empathy
1.7.4.2. Naming your emotions
1.7.4.3. Work on social skills
1.7.4.4. Communicate with the child
1.7.4.5. Give importance to teamwork
1.7.4.6. Work the motivation

1.7.5. Emotional intelligence in adolescence

1.7.5.1. Benefits
1.7.5.2. Elements to work on

1.7.6. Emotional intelligence in adults

1.7.6.1. High levels of emotional intelligence
1.7.6.2. Low levels of emotional intelligence

1.7.7. Emotional intelligence and aging

1.7.7.1. Benefits
1.7.7.2. How to develop it

1.7.8. Cognitive stimulation and emotional intelligence in the elderly
1.7.9. Emotional intelligence and gender

1.7.9.1. Emotional intelligence in man
1.7.9.2. Emotional intelligence in women
1.7.9.3. Conclusions

1.7.10. Conclusions

1.8. Physical and mental health in emotional intelligence

1.8.1. Introduction
1.8.2. Emotional Health

1.8.2.1. Resilience
1.8.2.2. Exercise

1.8.3. Emotional intelligence and physical health
1.8.4. Sport and emotional intelligence
1.8.5. Anxiety and emotional intelligence
1.8.6. Depression and emotional intelligence
1.8.7. Personality disorders and emotional intelligence
1.8.8. Importance of emotional intelligence in tobacco and alcohol consumption

1.8.8.1. Tobacco
1.8.8.2. Alcohol

1.8.9. Functional diversity and emotional intelligence

1.8.9.1. Emotional education programs
1.8.9.2. Benefits
1.8.9.3. Emotional intelligence of parents with children with functional diversity

1.8.10. Conclusions

1.9. Emotional Intelligence in the Classroom

1.9.1. Introduction
1.9.2. Importance of emotional education in the classroom

1.9.2.1. Benefits

1.9.3. Classroom management in emotional education
1.9.4. The emotionally competent teacher

1.9.4.1. The role of the master
1.9.4.2. Methodology

1.9.5. The emotionally competent student
1.9.6. Emotional intelligence in the classroom with preschoolers

1.9.6.1. Emotional Skills
1.9.6.2. Benefits

1.9.7. Emotional intelligence in the classroom with elementary school children

1.9.7.1. Emotional Skills
1.9.7.2. Benefits

1.9.8. Emotional intelligence in the classroom with adolescent children

1.9.8.1. Emotional Skills
1.9.8.2. Benefits

1.9.9. How to work emotions in class?

1.9.9.1. Games to work emotions in class

1.9.9.1.1. The box of emotions
1.9.9.1.2. The Dictionaries of Emotions
1.9.9.1.3. The jar of good news

1.9.9.2. Resources, Strategies and Cards

1.9.10. Conclusions

1.10. Vipassana meditation

1.10.1. Introduction
1.10.2. Brief history of meditation
1.10.3. Why do we meditate?

1.10.3.1. Benefits of the meditation
1.10.3.2. Problems of the meditation

1.10.4. Fundamentals of vipassana meditation
1.10.5. Full attention
1.10.6. Meditation as a resource in the classroom
1.10.7. Meditation and brain

1.10.7.1. Effects of meditation on the brain

1.10.8. How to practice Vipassana meditation
1.10.9. Meditation and stress
1.10.10. Conclusions

Module 2. Inclusive education of the emotional and essential

2.1. Types of schools

2.1.1. Introduction

2.1.1.1. Education and its importance

2.1.1.1.1. Education
2.1.1.1.2. Importance of education in the 21st century

2.1.2. Culture

2.1.2.1. Definition
2.1.2.2. The culture and the school

2.1.3. Educational system

2.1.3.1. What it is
2.1.3.2. Meaning
2.1.3.3. Concept

2.1.4. The school and the role of the teacher
2.1.5. The school and society
2.1.6. The school and the family

2.1.6.1. Definition
2.1.6.2. Family Involvement in the School

2.1.7. Selective school
2.1.8. Inclusive School
2.1.9. Integrative school
2.1.10. Conclusions

2.2. Definition and challenges of inclusive education

2.2.1. Definition
2.2.2. Integrative school

2.2.2.1. Definition
2.2.2.2. From Integration to Inclusion

2.2.3. Human rights and inclusive education

2.2.3.1. Principles of the rights of the child
2.2.3.2. Principles of Inclusive Education

2.2.4. Challenges of Inclusive Education
2.2.5. Transforming special education into inclusive education
2.2.6. Inclusive classrooms

2.2.6.1. Features
2.2.6.2. Objectives

2.2.7. Family participation in inclusive education

2.2.7.1. Why is family participation important in inclusive education?
2.2.7.2. Actions of family action

2.2.8. Teacher in inclusive education

2.2.8.1. Training for educational inclusion
2.2.8.2. Meet the student

2.2.9. Emotional intelligence and inclusive education

2.2.9.1. Definition and Objectives

2.2.10. Conclusions

2.3. Inclusive Education

2.3.1. Definition
2.3.2. What is inclusive education?
2.3.3. Objectives of Inclusive Education
2.3.4. Characteristics of inclusive education
2.3.5. Shift from special education to inclusive education

2.3.5.1. Definition
2.3.5.2. Special education centres
2.3.5.3. Specific classrooms

2.3.6. Children in situations of marginalization

2.3.6.1. Gypsy children
2.3.6.2. Street kids
2.3.6.3. Working children
2.3.6.4. Students with disabilities
2.3.6.5. Indigenous people
2.3.6.6. Students from rural populations

2.3.7. The child with functional diversity

2.3.7.1. Definition
2.3.7.2. Types

2.3.8. Technology for inclusive education

2.3.8.1. Definition
2.3.8.2. Features that technology must meet

2.3.8.2.1. Ethics
2.3.8.2.2. Focused on the child
2.3.8.2.3. Participatory
2.3.8.2.4. Adaptability
2.3.8.2.5. Interoperability
2.3.8.2.6. Affordable
2.3.8.2.7. Sustainable
2.3.8.2.8. Self-confidence

2.3.9. Curriculum in inclusive education

2.3.9.1. Definition
2.3.9.2. Features

2.3.10. Conclusions

2.4. Obstacles to inclusive education

2.4.1. Introduction
2.4.2. Exclusion

2.4.2.1. Definition
2.4.2.2. Educational Exclusion

2.4.3. Segregation

2.4.3.1. Definition

2.4.4. Physical Barriers

2.4.4.1. Definition
2.4.4.2. Accessibility in the buildings

2.4.5. Cultural barriers

2.4.5.1. Definition
2.4.5.2. Attitudes

2.4.6. Policies
2.4.7. Socio-economic barriers
2.4.8. Didactic Barriers
2.4.9. Teacher training in inclusive schools
2.4.10. Conclusions

2.5. Helping a student learn has to do with understanding what their emotional state is like

2.5.1. Introduction
2.5.2. Learn

2.5.2.1. Definition
2.5.2.2. Imitation
2.5.2.3. Types of Learning

2.5.2.3.1. By discovery
2.5.2.3.2. Receptive
2.5.2.3.3. Significant
2.5.2.3.4. Repetitive

2.5.3. Learning and development

2.5.3.1. Jean Piaget
2.5.3.2. Lev S. Vygotski

2.5.4. Emotions and Moods

2.5.4.1. Emotions
2.5.4.2. State of Mind

2.5.5. Importance of emotional education in the classroom

2.5.5.1. Definition
2.5.5.2. Objectives of emotional education

2.5.6. How do emotions influence learning?

2.5.6.1. Definition
2.5.6.2. Memory

2.5.6.2.1. Short-Term Memory
2.5.6.2.2. Working Memory
2.5.6.2.3. Long-Term Memory

2.5.6.3. Conclusions

2.5.7. Emotional self-regulation

2.5.7.1. Definition
2.5.7.2. Features

2.5.8. Disorders due to poor emotional regulation

2.5.8.1. Definition
2.5.8.2. Emotional dysregulation
2.5.8.3. Emotional Disorders

2.5.9. Emotional regulation and neuroscience

2.5.9.1. Limbic System
2.5.9.2. Prefrontal Cortex

2.5.10. Conclusions

2.6. Emotional intelligence as an educational strategy

2.6.1. Introduction
2.6.2. Benefits of applying emotional intelligence in the classroom

2.6.2.1. Definition
2.6.2.2. Emotionally intelligent teacher
2.6.2.3. Emotionally intelligent Students

2.6.3. Motivation in the Classroom

2.6.3.1. Introduction
2.6.3.2. Expectations of achievement
2.6.3.3. Learned helplessness
2.6.3.4. The causal attribution
2.6.3.5. The "Pygmalion Effect"

2.6.4. Distinguish our emotions

2.6.4.1. Introduction
2.6.4.2. Negative emotions
2.6.4.3. Positive emotions

2.6.5. Skills to regulate our emotional states

2.6.5.1. Introduction
2.6.5.2. Relaxation
2.6.5.3. Other skills

2.6.6. Self-esteem

2.6.6.1. Definition
2.6.6.2. Games
2.6.6.3. Strategies

2.6.7. Empathy in the classroom

2.6.7.1. Emotional empathy
2.6.7.2. Cognitive empathy

2.6.8. Assertiveness in the classroom

2.6.8.1. Definition
2.6.8.2. Bullying and Assertiveness

2.6.9. Emotionally intelligent communication in class

2.6.9.1. Definition
2.6.9.2. Active Listening
2.6.9.3. Verbal Communication
2.6.9.4. Non-Verbal Communication

2.6.10. Conclusions

2.7. Attention to motor diversity

2.7.1. Introduction
2.7.2. Motor Disability

2.7.2.1. Definition
2.7.2.2. Levels
2.7.2.3. Types

2.7.3. School and motor diversity

2.7.3.1. Introduction
2.7.3.2. Removal of architectural barriers
2.7.3.3. The ability of autonomy

2.7.4. Access and stay resources in the center for children with motor diversity

2.7.4.1. Access to the center
2.7.4.2. Patio and classrooms
2.7.4.3. Furniture

2.7.5. Educational material for children with motor diversity

2.7.5.1. Definition
2.7.5.2. Components
2.7.5.3. Communicators

2.7.6. Educational Intervention

2.7.6.1. Definition
2.7.6.2. Curricular Adaptation
2.7.6.3. Teacher training

2.7.7. Family and motor diversity

2.7.7.1. Importance
2.7.7.2. Collaboration

2.7.8. Socio-emotional development of children with motor diversity

2.7.8.1. Definition
2.7.8.2. Attachment
2.7.8.3. Personal Relationships

2.7.9. Self-esteem and personal identity

2.7.9.1. Self-esteem
2.7.9.2. Personal Identity

2.7.10. Conclusions

2.8. Attention to hearing diversity

2.8.1. Introduction
2.8.2. Types of hearing loss
2.8.3. Development of oral language

2.8.3.1. Lip-facial reading
2.8.3.2. Word supplemented
2.8.3.3. The dactyogical alphabet
2.8.3.4. Bimodal Communication

2.8.4. Educational Environment

2.8.4.1. Introduction
2.8.4.2. Monolingual approach
2.8.4.3. Bilingual approach

2.8.5. Assistive technology

2.8.5.1. Implantable
2.8.5.2. Non-implantable

2.8.6. The family in the emotional development of the child with hearing diversity

2.8.6.1. Introduction
2.8.6.2. Deaf parents
2.8.6.3. Hearing parents

2.8.7. The school and the child with hearing diversity

2.8.7.1. School for deaf children

2.8.7.1.1. Advantages
2.8.7.1.2. Disadvantages

2.8.7.2. School Inclusion

2.8.7.2.1. The atmosphere of the classroom
2.8.7.2.2. Hearing aids
2.8.7.2.3. Teacher guidelines

2.8.8. Difficulties that may arise in the social development of the child with hearing diversity

2.8.8.1. Introduction
2.8.8.2. Impulse Control
2.8.8.3. Self-esteem

2.8.9. Theory of Mind

2.8.9.1. Introduction
2.8.9.2. Development of the theory of the mind in the child with hearing diversity

2.8.10. Conclusions

2.9. Attention to visual diversity

2.9.1. Introduction
2.9.2. The visual functional diversity

2.9.2.1. Introduction
2.9.2.2. Some alterations to consider visual function

2.9.3. Classification of vision loss

2.9.3.1. Blindness
2.9.3.2. Low vision
2.9.3.3. Legal blindness
2.9.3.4. Considerations of the WHO

2.9.4. Educational inclusion of the child with visual diversity

2.9.4.1. Introduction
2.9.4.2. Professionals involved

2.9.4.2.1. Social worker
2.9.4.2.2. Teacher
2.9.4.2.3. Ophthalmologist
2.9.4.2.4. Optical-optometrist
2.9.4.2.5. Rehabilitation technician
2.9.4.2.6. Instructor of Typlotechnology and Braille
2.9.4.2.7. Guidance counselor

2.9.4.3. Curricular Adaptation

2.9.5. Braille

2.9.5.1. Introduction
2.9.5.2. Objective
2.9.5.3. Function

2.9.6. Support products for the child with visual diversity

2.9.6.1. The Typlotechnology
2.9.6.2. Optical, electronic and ergonomic aids

2.9.7. The family and the child with visual functional diversity

2.9.7.1. Importance of early intervention

2.9.8. Importance of visual impairment in learning

2.9.8.1. Introduction
2.9.8.2. Imitation
2.9.8.3. Verbalism
2.9.8.4. Auditory Perception
2.9.8.5. Haptic system

2.9.9. Social Abilities

2.9.9.1. Introduction
2.9.9.2. Strategies
2.9.9.3. Resolution of interpersonal problems
2.9.10. Conclusions

2.10. Attention to diversity in students with learning difficulties

2.10.1. Introduction
2.10.2. Students with learning difficulties

2.10.2.1. Definition
2.10.2.2. Features

2.10.3. Dysgraphia

2.10.3.1. Definition
2.10.3.2. Types
2.10.3.3. Consequences on the learning

2.10.4. Dyslexia

2.10.4.1. Definition
2.10.4.2. Types
2.10.4.3. Consequences on the learning

2.10.5. Aphasia

2.10.5.1. Definition
2.10.5.2. Types
2.10.5.3. Consequences on the learning

2.10.6. Dyscalculia

2.10.6.1. Definition
2.10.6.2. Types
2.10.6.3. Consequences on the learning

2.10.7. Techniques to help students with learning difficulties

2.10.7.1. Differentiated instruction
2.10.7.2. Argument by couples
2.10.7.3. Scaffolding
2.10.7.4. Incomplete story
2.10.7.5. Graphic organization
2.10.7.6. Mnemonics
2.10.7.7. Modeling
2.10.7.8. Multisensory training

2.10.8. The teacher and the child with learning difficulties

2.10.8.1. Definition and principles
2.10.8.2. Diversified education
2.10.8.3. Teaching practices

2.10.8.3.1. Inverted Classroom
2.10.8.3.2. The method of the case
2.10.8.3.3. Self-learning
2.10.8.3.4. Games

2.10.9. The family and the child with learning difficulties
2.10.10. Conclusions

This academic itinerary is exclusive to TECH and you will be able to develop it at your own pace thanks to its 100% online Relearning methodology"