Teachers who are able to carry out pedagogical processes adapted to the needs of students with learning difficulties will not only achieve their personal growth, but also that of their students"

Teachers who specialize in working with students with learning difficulties require a clear vocation, which allows them to understand the peculiarities of each student, applying the precise methodology in each case to carry out personalized classes that favor the educational and personal growth of each student.

The Advanced master’s degree in Therapeutic Pedagogy and Learning Difficulties aims to help professionals combine the main diagnostic tools for these problems with the most appropriate techniques to combat them, so that they are able to teach effective lessons at the level of each student, achieving an adequate personal development that allows them to continue learning.

It is a unique Advanced master’s degree, combining 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.

The perspective from the emerging educational 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. Therefore, teachers, at different educational stages, 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-family and, above all, educational level.

Throughout this specialization, the student will go through all the current approaches in working with students with learning difficulties in order to overcome the different challenges that their profession poses. A high-level step that will become a process of improvement, not only on a professional level, but also on a personal level.

In this sense, TECH will not only lead through the theoretical knowledge offered, but will show another way of studying and learning, more organic, simpler and more efficient. It works to keep you motivated and to create a passion for learning, which will drive you to think and develop critical thinking.  

A high-level program, supported by advanced technological development and the teaching experience of the best professionals" 

This Advanced master’s degree in Therapeutic Pedagogy and Learning Difficulties contains the most complete and up-to-date scientific program on the market. 
The most important features of the program include:

• The latest technology in online teaching software   
• A highly visual teaching system, supported by graphic and schematic contents that are easy to assimilate and understand    
• Practical cases presented by practising experts   
• State-of-the-art interactive video systems   
• Teaching supported by remote training    
• Continuous updating and retraining systems   
• Autonomous learning: full compatibility with other occupations   
• Practical exercises for self-evaluation 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.   
• The supporting documentation databanks are permanently available, even after the program

We offer you a complete training program that will allow you to advance in your profession and help the students who require the most attention"

Our teaching staff is made up of working professionals. In this way, TECH ensures that it delivers the intended upgrade objective. A multidisciplinary team of doctors with training and experience in different environments, who will develop the theoretical knowledge in an efficient way, but above all, they will bring their practical knowledge from their own experience to the course. 
  
This command of the subject is complemented by the effectiveness of the methodological design of this Advanced master’s degree. Developed by a multidisciplinary team of e-learning experts, it integrates the latest advances in educational technology. You will be able to study with a range of convenient and versatile multimedia tools that will give you the operational skills you need for your training.   

The design of this program is based on Problem-Based Learning, an approach that conceives learning as a highly practical process. To achieve this remotely, we will use telepractice. With the help of an innovative interactive video system and Learning from an Expert, you will be able to acquire the knowledge as if you were actually dealing with the scenario they are learning about. A concept that allow them to integrate and fix learning in a more realistic and permanent way.    

A training program created for professionals who aspire to excellence that will allow you to acquire new skills and strategies in a smooth and effective way"

We have the best methodology, the most updated syllabus and a multitude of practical cases that will help you to train you for success"

The contents of this specialization have been developed by the different professors of this Advanced master’s degree, with a clear purpose: to ensure that our students acquire each and every one of the skills necessary to become true experts in this field. The content of this course enables you to learn all aspects of the different disciplines involved in this field. A complete and well-structured program that will take you to the highest standards of quality and success.

We offer you the most advanced knowledge of the moment in this field so that you can acquire a higher level of training that will allow you to compete with the best"  

Module 1. History and Evolution of Terms up to Functional Diversity

1.1. Prehistory of Special Education

1.1.1. Justification of the Term Prehistory
1.1.2. Stages in the Prehistory of Special Education
1.1.3. Education in Greece
1.1.4. Education in Mesopotamia
1.1.5. Education in Egypt
1.1.6. Education in Rome
1.1.7. Education in America
1.1.8. Education in Africa
1.1.9. Education in Asia
1.1.10. From Mythology and Religion to Scientific Knowledge

1.2. Middle Ages

1.2.1. Definition of the Historical Period
1.2.2. Stages in the Middle Ages: Characteristics
1.2.3. The Separation of the Church and the School
1.2.4. Education of the Clergy
1.2.5. Education of the Gentleman
1.2.6. Education of the Weak

1.3. Modern Ages: XVI to XVIII century

1.3.1. Definition of the Historical Period
1.3.2. Contributions of Ponce de León, Juan Pablo Bonet and Lorenzo Hervás to the Teaching of People with Hearing Impairment
1.3.3. Communication with Sign Language
1.3.4. Contributions of Luis Vives
1.3.5. Contributions of Jacobo Rodríguez Pereira
1.3.6. Contributions of Juan Enrique Pestalozzi
1.3.7. Treatment of Mental Deficiency: Contributions of Pinel, Itard, Among Others

1.4. XIX Century

1.4.1. Definition of the Historical Period
1.4.2. First Special Education Classrooms
1.4.3. First Associations of Families of Special Education Students
1.4.4. Beginning of the Study of Intelligence: IQ Measurement
1.4.5. Louis Braille's Contributions to the Teaching of the Visually Impaired
1.4.6. Writing in Braille
1.4.7. Reading in Braille
1.4.8. Anne Sullivan's Contributions to the Education of People with Deaf Blindness
1.4.9. Alexander Graham Bell's Contributions to Acoustics

1.5. 20th Century

1.5.1. Definition of the Historical Period
1.5.2. Contributions of Ovide Decroly
1.5.3. Contributions of María Montessori
1.5.4. Psychometrics Boost
1.5.5. Before the Warnock Report
1.5.6. The Warnock Report
1.5.7. Implications for Schools after the Warnock Report
1.5.8. Dr. Jack Bradley's Photograph: Use of Hearing Aid
1.5.9. The Use of Home Video in Autism

1.6. Contributions of the World Wars

1.6.1. Historical Periods of World Wars
1.6.2. School in Period of Crisis
1.6.3. Operation T4
1.6.4. School Under Nazism
1.6.5. Schooling in Ghettos and Concentration, Labor and Extermination Camps
1.6.6. The Start of Kibutz’s School
1.6.7. Education Versus Rehabilitation Concepts
1.6.8. Development of Tools and Materials to Improve Everyday Life
1.6.9. The Use of the White Cane
1.6.10. The Application of Technologies to Improve the Life of the Injured Soldier

1.7. Perspectives from the 21st Century

1.7.1. The Concept of Functional Diversity
1.7.2. Social Implications of the Term Functional Diversity
1.7.3. Educational Implications of the Term Functional Diversity
1.7.4. Work Implications of the Term Functional Diversity
1.7.5. Rights and Duties of People with Functional Diversity
1.7.6. The Knowledge of Function of the Nervous System
1.7.7. New Contributions from Neurology
1.7.8. ICT Use in The School
1.7.9. Home Automation in Schools
1.7.10. Multiprofessional Coordination

1.8. Approaches from UNESCO

1.8.1. The Birth of UNESCO
1.8.2. Organization of UNESCO
1.8.3. Composition of UNESCO
1.8.4. Short- and Long-Term UNESCO Strategies
1.8.5. Precursors of Children's Rights
1.8.6. Children's Rights: Implications for Special Education
1.8.7. The Education of Girls with Special Educational Needs
1.8.8. Salamanca Declaration
1.8.9. Implications of the Salamanca Declaration
1.8.10. Other Documents of UNESCO

1.9. Classification According to Diagnosis

1.9.1. Entities Responsible for the Preparation of Classifications
1.9.2. Definition of CIE- 10
1.9.3. Definition of DSMV 
1.9.4. Need to Use Both Classifications
1.9.5. Implications for the Teacher Specialist in Therapeutic Pedagogy
1.9.6. Coordination with Other Professionals in the School Differentiating These Classifications
1.9.7. Use of Language and Vocabulary Adjusted to These Classifications
1.9.8. School Documents Using References From These Classifications
1.9.9. Preparation of Student Follow-Up Reports
1.9.10. Preparation of Multiprofessional Coordination Reports

1.10. Basic Concepts in Psychopedagogy

1.10.1. Define Psychopedagogical Intervention in Schools
1.10.2. Psychology Concepts in School
1.10.3. Concepts of Pedagogy and Educational Sciences in the School
1.10.4. Relationship between the Concepts of Psychology and Pedagogy in the School
1.10.5. School Documents Based on Psychology and Pedagogy
1.10.6. Elaboration of Parallels between School Stages, Psycho-evolutionary Developmental Stages and Special Educational Needs
1.10.7. Elaboration of Information from the Therapeutic Pedagogy Teacher that Facilitates the Intervention of Other Professionals in the School
1.10.8. Professional Relationships and Organizational Chart of Psychology and Pedagogy-Based Schools
1.10.9. Preparation of Multiprofessional Coordination Reports
1.10.10. Other Documents

Module 2. Neurodevelopmental Disorders: Intellectual Disability/Intellectual Disability

2.1. Intellectual Disability and Cognitive Apparatus

2.1.1. Definition of Intellectual Disability
2.1.2. Historical Approaches
2.1.3. Current Interpretation
2.1.4. Cognitive Functions
2.1.5. Importance of the Cognitive Apparatus
2.1.6. Disorders of the Cognitive Apparatus
2.1.7. Definition of the Cognitive Apparatus
2.1.8. Parts of the Cognitive Apparatus
2.1.9. Functions of the Cognitive Apparatus
2.1.10. Importance of the Cognitive Apparatus

2.2. Development Variables

2.2.1. The Importance of Variables in Development
2.2.2. Personal Variables: Degree
2.2.3. Personal Variables: Prenatal Causes
2.2.4. Personal Variables: Perinatal Causes
2.2.5. Personal Variables: Postnatal Causes
2.2.6. Contextual Variables: Family
2.2.7. Contextual Variables: Educational
2.2.8. The Dimensions of Intellectual Disability
2.2.9. Adaptive Skills According to the Intellectual Disability Criteria

2.3. Differential Aspects of Intellectual Disability

2.3.1. Introduction About Differential Aspects
2.3.2. Cognitive Development
2.3.3. Language and Communication
2.3.4. Affective-Emotional and Social Dimension
2.3.5. Psychomotor Dimension
2.3.6. Specification of the Special Educational Needs of Students with Intellectual Disabilities

2.4. Multiprofessional Coordination

2.4.1. Definition of Multiprofessional Coordination
2.4.2. Need of Multiprofessional Coordination
2.4.3. The Family as an Axis in Multiprofessional Coordination
2.4.4. Disorder Diagnosis
2.4.5. Professionals in the Educational Center: Coordination
2.4.6. Professionals Outside the School: Coordination
2.4.7. Coordination between Professionals Inside and Outside of the School
2.4.8. The Specialist in Therapeutic Pedagogy as a Liaison between Professionals
2.4.9. Student and Family

2.5. Identification of the Special Educational Needs of Students with Intellectual Disabilities: The Psycho-pedagogical Evaluation

2.5.1. Diagnostic Documentation of the Disorder
2.5.2. Reviews and Follow-up of the Disorder
2.5.3. Physiotherapist Documentation
2.5.4. Reviews and Follow-up of the Disorder by the Physiotherapist
2.5.5. Orthotist Documentation
2.5.6. Reviews and Follow-up of the Disorder by the Orthoprosthetist
2.5.7. Documentation of the School
2.5.8. Psychopedagogical Evaluation to Determine the Needs of Students in the Classroom
2.5.9. Elaboration of the Individual Curricular Adaptation Document
2.5.10. Follow-up of the Individual Curricular Adaptation Document

2.6. Curriculum Accommodations for Students with Intellectual Disabilities

2.6.1. Regulatory Basis
2.6.2. Concept of Educational Intervention
2.6.3. Importance of Educational Intervention
2.6.4. General Aspects of Intervention
2.6.5. Cognitive Aspects for Intervention
2.6.6. Socio-Affective Aspects of Intervention
2.6.7. Psychomotor Aspects for Intervention
2.6.8. Basic Aspects for Intervention

2.7. Organization of the Educational Response for Students with Intellectual Disabilities
2.8. The Participation of the Families of Persons with Intellectual Disabilities
2.9. Inclusion of Persons with Intellectual Disabilities in Society
2.10. Support and Resources for People with Intellectual Disability

Module 3. Neurodevelopmental Disorders: Attention Deficit Disorder/Hyperactivity Disorders

3.1. Concept and Definition of Attention Deficit Disorder (ADD), and Attention Deficit Hyperactivity Disorder (ADHD)

3.1.1. Definition of ADD
3.1.2. Symptoms
3.1.3. Types of Treatment
3.1.4. Definition of ADHD
3.1.5. Diagnosis of ADHD
3.1.6. From When Can a Correct Diagnosis Be Made? 
3.1.7. Diagnostic Criteria of ADHD
3.1.8. Existing Differences between ADD and ADHD
3.1.9. Causes

3.2. Positive Diagnosis of ADHD

3.2.1. Process to Obtain a Correct Diagnosis
3.2.2. Differential Diagnosis
3.2.3. Medical Problems
3.2.4. Learning Disorders
3.2.5. Affective Disorders
3.2.6. Behavioral Disorders
3.2.7. Use of Drugs
3.2.8. Unfavorable Environments
3.2.9. Rebound Effect
3.2.10. Issues in the Face of a New Diagnosis

3.3. Gradual Emergence of ADD and ADHD in Today's Society What Are These Disorders and What Aren't They?

3.3.1. Prevalence in Spain
3.3.2. Prevalence in Europe
3.3.3. Prevalence in the Rest of the World
3.3.4. Does It Exist of Is It a Made-up Disorder? 
3.3.5. What Is not ADD and ADHD?
3.3.6. Is It Hereditary? 
3.3.7. Does It Have a Definitive Cure?
3.3.8. False Myths

3.4. Comorbidity

3.4.1. What is Comorbidity?
3.4.2. Co-morbid Conditions Coexisting with ADHD
3.4.3. Anxiety Disorders
3.4.4. Neurodevelopment Disorders
3.4.5. Learning Disorders
3.4.6. Mood Disorders
3.4.7. Disruptive Disorders
3.4.8. Addiction Disorders
3.4.9. Sleep Disorders
3.4.10. Organic Disorders

3.5. Incidents in the Development Stages

3.5.1. Executive Control
3.5.2. How Does It Manifest in Their Academic Performance?
3.5.3. How Does It Manifest in Their Behaviour?
3.5.4. What Kind of ADHD Children Can We Find in the Classroom?
3.5.5. ADD and ADHD in Boys
3.5.6. ADD and ADHD in Girls
3.5.7. ADD and ADHD in Adolescents
3.5.8. ADD and ADHD in Adults

3.6. Educational Intervention According to Developmental Stages

3.6.1. Educational Intervention in Early Childhood (3 to 6 Years)
3.6.2. Intervention in Middle Childhood Education (6 to 12 Years)
3.6.3. Educational Intervention in Adolescence (12 to 20 Years)
3.6.4. Educational Intervention in Adult Stage (20 to 40 Years)
3.6.5. Working on the Student's Self-esteem
3.6.6. How to Manage Distractions? 
3.6.7. Reinforcement of Positive Behaviors and Their Importance to the Learner
3.6.8. Curricular Adaptations
3.6.9. Non-significant Curricular Measures of Obligatory Compliance

3.7. Multidisciplinary Coordination and Intervention

3.7.1. Definition of Multiprofessional Coordination
3.7.2. What Is Psycho-pedagogical Treatment?
3.7.3. Psycho-pedagogical Intervention
3.7.4. Psychological Intervention
3.7.5. Pharmacological Intervention
3.7.6. Multimodal Intervention
3.7.7. Neuropsychological Intervention
3.7.8. Intervention with Other Alternative Treatments

3.8. ADD and ADHD within the Family

3.8.1. Main Fears of Affected Families
3.8.2. Communication between Teachers and Parents
3.8.3. Emotional Intelligence of the Family for the ADHD Child
3.8.4. The First Meeting between Teachers and Parents
3.8.5. Decalogue of Family Actions
3.8.6. Coexistence
3.8.7. Family Schools
3.8.8. Intervention within the Family Nucleus Models of Functional Education
3.8.9. Inductive Model of Support or Inductive Discipline

3.9. Study Techniques Adapted Tools and Materials

3.9.1. Adaptations and Strategies to Be Used in the Classroom
3.9.2. Strategies to Improve Reading
3.9.3. Strategies to Improve Writing
3.9.4. Strategies to Improve Calculation
3.9.5. Strategies to Improve Organization
3.9.6. Strategies to Improve Reflexivity
3.9.7. Strategies to Improve Motivation and Emotional State
3.9.8. Strategies to Improve Behaviour
3.9.9. Other Materials

3.10. Types of Classroom Assessments

3.10.1. Recommendations for Assessments and Exams
3.10.2. General Measures for the Assessment of Students with ADD or ADHD
3.10.3. Supervision Measurements in Assessment
3.10.4. Assessment Procedures
3.10.5. Learning Assessment
3.10.6. Guidelines for Evaluation
3.10.7. Assessment Alternatives
3.10.8. Teach Students How to Prepare for Exams

Module 4. Neurodevelopmental Disorders: Motor Disorders/Musculoskeletal Disorders/Nervous System Diseases

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

4.1.1. Definition of the Locomotor System
4.1.2. Functions of the Locomotor System
4.1.3. Importance of the Locomotor System
4.1.4. Development of the Locomotor System
4.1.5. Disorders of the Locomotor System
4.1.6. Definition of the Musculoskeletal System
4.1.7. Functions of the Musculoskeletal System
4.1.8. Importance of the Musculoskeletal System
4.1.9. Development of the Musculoskeletal System
4.1.10. Disorders of the Musculoskeletal System
4.1.11. Definition of the Connective System
4.1.12. Function of the Connective System
4.1.13. Importance of the Connective System
4.1.14. Development of the Connective System
4.1.15. Disorders of the Connective System

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

4.2.1. Relationship between DSM V and ICD-10 Classifications between Motor Disorders and Diseases of the Skeletal System and Connective System
4.2.2. Classification of DSMV
4.2.3. Disorders Not Included in DSM V
4.2.4. CIE 10 Classification
4.2.5. Disorders Not Included in CIE 10
4.2.6. Need for Consensus between the Two Classifications
4.2.7. Disorders in Common between DSM V and ICD 10
4.2.8. Differences between the Classifications between DSM V and ICD 10
4.2.9. Contributions of the Differences between DSM V and ICD 10 Classifications to the Work of the Teacher Specialist in Therapeutic Pedagogy
4.2.10. Contributions of the Commonalities between DSM V and ICD 10 Classifications to the Work of the Teacher Specialist in Therapeutic Pedagogy

4.3. Incidents in the Development Stages

4.3.1. Definition and Concept of the Stages of Motor Development
4.3.2. Definition and Concept of the Stages of Development of the Musculoskeletal System and Connective System
4.3.3. Need to Unify the Stages
4.3.4. Development Milestones
4.3.5. Incidence on the Embryo and Fetus: Consequences
4.3.6. Incidences in the First Year of Life: Consequences
4.3.7. Incidences in the Proximate-Distal Law: Consequences
4.3.8. Incidences in the Cephalo-Caudal Law: Consequences
4.3.9. Incidents on the March: Consequences
4.3.10. Other Incidents

4.4. Multiprofessional Coordination

4.4.1. Definition of Multiprofessional Coordination
4.4.2. Need of Multiprofessional Coordination
4.4.3. The Family as an Axis in Multiprofessional Coordination
4.4.5. Disorder Diagnosis
4.4.6. Professionals in the Educational Center: Coordination
4.4.7. Intervention of the Physiotherapist in and out of the School
4.4.8. Intervention of the Orthoprosthetist in and out of School
4.4.9. Professionals Outside the School: Coordination
4.4.10. Coordination between Professionals Inside and Outside the School
4.4.11. The Specialist in Therapeutic Pedagogy as a Liaison between Professionals

4.5. Documentation and Organization According to Students' Needs

4.5.1. Diagnostic Documentation of the Disorder
4.5.2. Reviews and Follow-up of the Disorder
4.5.3. Physiotherapist Documentation
4.5.4. Reviews and Follow-up of the Disorder by the Physiotherapist
4.5.5. Orthotist Documentation
4.5.6. Reviews and Follow-up of the Disorder by the Orthoprosthetist
4.5.7. Documentation of the School
4.5.8. Psychopedagogical Evaluation to Determine the Needs of Students in the Classroom
4.5.9. Elaboration of the Individual Curricular Adaptation Document
4.5.10. Follow-up of the Individual Curricular Adaptation Document

4.6. Educational Intervention According to Developmental Stages

4.6.1. Developmental Milestones for Educational Intervention
4.6.2. Diagnosis: Early Stimulation
4.6.3. Educational Intervention to Promote Cephalic Support
4.6.4. Educational Intervention to Promote Trunk Support
4.6.5. Educational Intervention to Promote Sustained Standing
4.6.6. Educational Intervention to Promote the Proximal-Distal Law
4.6.7. Educational Intervention to Promote Cephalo-caudal Law Support
4.6.8. Educational Intervention to Promote Walking
4.6.9. Educational Intervention to Improve Hypotonia
4.6.10. Educational Intervention to Improve Hypertonia

4.7. Individual Adapted Tools and Materials

4.7.1. Concept of School Activities
4.7.2. Necessity of Previous Activities for Students with Special Educational Needs
4.7.3. Necessity of Final Activities for Students with Special Educational Needs
4.7.4. Classroom Adaptation
4.7.5. School Adaptation 
4.7.6. Tabletop Materials
4.7.7. Materials for Ambulation in the School Center
4.7.8. Materials for Recess in the School
4.7.9. Food and Cleaning Materials at the School Center
4.7.10. Other Materials

4.8. Collective Adapted Tools and Materials

4.8.1. Concept of Collective Tools and Materials: Necessity for Student Inclusion
4.8.2. Classification of Tools and Materials According to Environment
4.8.3. Classification of Tools and Materials According to Use
4.8.4. Materials for the Classroom
4.8.5. Materials for School
4.8.6. Materials for Playgrounds
4.8.7. Materials for Dining and Toilet Areas
4.8.8. Information and Signs for Common Use in the Center
4.8.9. Adaptation of Common Spaces and Spaces for Use by All: Ramps and Elevators
4.8.10. Other Tools and Materials

4.9. School-Based Socio-Community Intervention

4.9.1. Concept of Socio-Community Intervention
4.9.2. Justification of Socio-Community Intervention for Students with Special Educational Needs
4.9.3. Coordinated Intervention in the School by all Educational Professionals
4.9.4. Coordinated Intervention in the School by Non-Teaching Personnel
4.9.5. Coordinated Intervention with Classroom Families
4.9.6. Intervention with External Resources: Extracurricular Outings
4.9.7. Intervention with External Cultural Resources: Zoo-Museums, Among Others
4.9.8. Coordinated Intervention with Other Resources in the Immediate Environment: Library or Municipal Sports Center, Among Others
4.9.9. Application for Socio-Community Resources: Scholarships and Other Assistance
4.9.10. Other Socio-Community Interventions

4.10. Assessment and Prognosis

4.10.1. The First Diagnosis: Families' Response
4.10.2. Accompaniment of the Family in the Acceptance of the Diagnosis
4.10.3. Information and Interviews with the Family
4.10.4. Information and Interviews with Students with Educational Needs
4.10.5. Intervention from the School in the Evaluation: Role of the Teacher Specialist in Therapeutic Pedagogy
4.10.6. Multiprofessional Intervention in Evaluation
4.10.7. Joint Measures to Achieve the Best Prognosis
4.10.8. Establishment of a Multiprofessional Intervention Schedule
4.10.9. Review and Monitoring of Intervention: Evaluation 
4.10.10. Proposals for Improvement in Multiprofessional Intervention

Module 5. Neurodevelopmental Disorders: Autism Spectrum Disorder / Pervasive and Specific Developmental Disorders 

5.1. Definition, Manifestations and Classifications

5.1.1. Etiology
5.1.2. Genetic Factors.
5.1.3. Neurochemical Alterations
5.1.4. Alteration of the Immune Function
5.1.5. Environmental Factors
5.1.6. Comorbidity
5.1.7. Diagnostic Criteria
5.1.8. Early Detection
5.1.9. Prevalence
5.1.10. Differences between the Classifications between DSM V and ICD 10

5.2. Students with Autism Spectrum Disorders. Types of Alterations

5.2.1. Definition According to DSMV
5.2.2. Symptoms According to DSMV
5.2.3. Definition According to CIE 10
5.2.4. Symptoms According to CIE 10
5.2.5. Educational Intervention According to Developmental Stages
5.2.6. Educational Intervention in Early Childhood (3 to 6 Years)
5.2.7. Intervention in Middle Childhood Education (6 to 12 Years)
5.2.8. Educational Intervention in Adolescence (12 to 20 Years)
5.2.9. Educational Intervention in Adult Stage (20 to 40 Years)
5.2.10. Curricular Adaptations

5.3. Identification of Special Educational Needs in Students with ASD
5.4. Intervention with Students with Autism Spectrum Disorders (ASD)
5.5. Organization of Resources for Students with Autism Spectrum Disorders (ASD)
5.6. Specific Intervention Models
5.7. Curricular Adaptations for Students with Autism Spectrum Disorder
5.8. The Educational Response to ASD Students in Early Childhood Education
5.9. The Educational Response to ASD Students in Primary and Secondary Education
5.10. Education in ASD Adults Counseling to Families of Students with ASD

Module 6. Mental Disorders 

6.1. Concept and Definition of Mental Disorders

6.1.1. Definition of Mental Disorder
6.1.2. Historical Approaches
6.1.3. Current Interpretation
6.1.4. General Conditions
6.1.5. Importance of the Cognitive Apparatus
6.1.6. Parts of the Cognitive Apparatus
6.1.7. Classification of Mental Disorders
6.1.8. Symptoms of Mental Disorders

6.2. Psychotic Disorders.

6.2.1. Definition of Psychotic Disorders
6.2.2. Possible Causes
6.2.3. Possible Affectations
6.2.4. Schizotypal Personality Disorder
6.2.5. Delusional Disorder
6.2.6. Brief Psychotic Disorder
6.2.7. Schizophrenia.
6.2.8. Schizoaffective Disorder
6.2.9. Other Psychotic Disorders.
6.2.10. Treatment

6.3. Mood Disorder

6.3.1. Definition of Mood Disorder
6.3.2. Possible Causes
6.3.3. Possible Affectations
6.3.4. Depressive Disorder
6.3.5. Bipolar Disorder
6.3.6. Manic Disorder
6.3.7. Others Mood Disorders
6.3.8. Treatment

6.4. Anxiety Disorders

6.4.1. Definition of Anxiety Disorder
6.4.2. Separation Anxiety Disorder
6.4.3. Selective Mutism
6.4.4. Specific Phobia
6.4.5. Social Anxiety Disorder
6.4.6. Panic Disorder
6.4.7. Other Anxiety Disorders
6.4.8. Treatment

6.5. Obsessive-Compulsive Disorder and Related Disorders

6.5.1. Definition of TOC
6.5.2. Types of TOC
6.5.3. Recurrent Obsessions
6.5.4. Cognitive Variables 
6.5.5. Symptoms
6.5.6. Effects
6.5.7. Comorbidity
6.5.8. Treatment

6.6. Destructive Impulse Control and Behavioral Disorders

6.6.1. Definition of Destructive Impulse Control and Behavioral Disorders
6.6.2. Other Disorders
6.6.3. Cognitive Variables
6.6.4. Symptoms
6.6.5. Effects
6.6.6. Comorbidity
6.6.7. Treatment

6.7. Personality Disorders

6.7.1. Definition of Personality Disorders
6.7.2. Cluster A Personality Disorders
6.7.3. Cluster B Personality Disorders
6.7.4. Cluster C Personality Disorders
6.7.5. Other Personality Disorders
6.7.6. Foundation
6.7.7. Comorbidity
6.7.8. Treatment

6.8. Inclusion of Students with Mental Disorders in School and their Needs
6.9. The Educational Response to Students with Mental Disorders: Measures and Resources
6.10. Multiprofessional Coordination

Module 7. Eye Diseases

7.1. Concept and Definition of the Eye and Its Diseases

7.1.1. Introduction to the Nervous System
7.1.2. Eye Definition and Function
7.1.3. Parts of the Eye
7.1.4. Description of the Visual Process
7.1.5. Image Formation
7.1.6. Normal and Binocular Vision
7.1.7. Visual Perception
7.1.8. Importance of the Visual System
7.1.9. Definition of Eye Diseases
7.1.10. Neuro-ophthalmology

7.2. Classification of Eye Diseases

7.2.1. Congenital Diseases
7.2.2. Syndromes with Ocular Involvement
7.2.3. Color Blindness
7.2.4. Infectious Agents
7.2.5. Diseases Related to Refractive Defects
7.2.6. Diseases of the Neuroanatomy of the Eye (Cornea, Retina and Optic Nerve)
7.2.7. Amblyopia
7.2.8. Strabismus
7.2.9. Visual Impairment
7.2.10. Ocular Trauma

7.3. Neurological Basis of Development and Learning

7.3.1. Pyramids of Human Development
7.3.2. Development Phases
7.3.3. Development Levels
7.3.4. Location of the Sensory Level in the Developmental Pyramid and its Importance
7.3.5. General Outline of Neurodevelopment
7.3.6. Sensory and Perceptual Neurodevelopment in Infancy
7.3.7. Development of Early Sensations
7.3.8. Development of Color Perception
7.3.9. Development of Perceptual Organization
7.3.10. The Movement Perception

7.4. Incidents in the Development Stages

7.4.1. Risk Factors in the Development Stages
7.4.2. Development of the Visual System at Birth
7.4.3. Development of Sensory Systems during Infancy
7.4.4. Implications for Visual Attention
7.4.5. Consequences of Visual Memory
7.4.6. Implications for Reading Skills
7.4.7. Influence of Vision on the Visuomotor System and its Development
7.4.8. Incidences in the Development of Learning Reading Skills
7.4.9. Incidences in the Development of Writing in the Learning Process
7.4.10. Other Incidents

7.5. Multiprofessional Coordination

7.5.1. Teacher Specializing in Therapeutic Pedagogy
7.5.2. Teacher Specialized in Hearing and Language
7.5.3. Special Education Monitors During Schooling
7.5.4. Educators
7.5.5. Curricular Support Teachers
7.5.6. Deaf Blindness Mediators
7.5.7. Social Educators
7.5.8. Educational Guidance Teams
7.5.9. Specialized Educational Guidance Teams
7.5.10. Guidance Departments
7.5.11. Medical Professionals in Charge of Detecting Diseases of the Eye

7.6. Documentation and Organization According to Students' Needs

7.6.1. Psycho-Pedagogical Evaluation
7.6.2. Neuropsychopedagogical Report
7.6.3. Ophthalmological Reports
7.6.4. Disease-Specific Medical Documentation
7.6.5. Follow-up of the Disorder
7.6.6. Documentation of the School
7.6.7. Social Services
7.6.8. Social Organization
7.6.9. Center Organization
7.6.10. Classroom Organization
7.6.11. Family Organization

7.7. Educational Intervention According to Developmental Stages

7.7.1. Adaptations at the Center Level
7.7.2. Adaptations at the Classroom Level
7.7.3. Adaptations at Personal Level
7.7.4. IT Materials
7.7.5. Educational Intervention During Early Childhood
7.7.6. Educational Intervention During Second Childhood
7.7.7. Educational Intervention During Maturity
7.7.8. Intervention to Promote Visual Ability
7.7.9. Educational Intervention to Promote the Reading and Writing Process
7.7.10. Intervention with the Family

7.8. Adapted Tools and Materials

7.8.1. Tools for Working with Students with Visual Impairment
7.8.2. Tools for Working with Students with Visual Impairment
7.8.3. Individual Adapted Materials
7.8.4. Collective Adapted Materials
7.8.5. Visual Skills Programs
7.8.6. Adaptations of Curricular Elements
7.8.7. Adaptation of Common Spaces
7.8.8. Tiflotechnology
7.8.9. Visual Technical Aids
7.8.10. Visual Stimulation Programs

7.9. School-Based Socio-Community Intervention

7.9.1. Concept of Socio-Community Intervention
7.9.2. Schooling of Students
7.9.3. Socialization of the Child
7.9.4. Extracurricular Outings
7.9.5. Family Circle
7.9.6. Relationship between Family and School
7.9.7. Relationship between Equals
7.9.8. Leisure and Free Time
7.9.9. Professional Training
7.9.10. Inclusion in Society

7.10. Evaluation and Prognosis of Diseases

7.10.1. Signs of Vision Problems
7.10.2. Attitudinal Observation of the Student
7.10.3. Ophthalmologic Examination
7.10.4. Psycho-Pedagogical Evaluation
7.10.5. Assessment of the Degree of Adjustment to Visual Impairment
7.10.6. Impairments Associated with Visual Pathology
7.10.7. Analysis of Coexistence with the Family
7.10.8. Test to Evaluate the Student's Functional Vision
7.10.9. Visual Stimulation Programs and Scales
7.10.10. Visual Rehabilitation

Module 8. Ear Diseases

8.1. Concept and Definition of the Ear and Its Diseases

8.1.1. Introduction to the Nervous System
8.1.2. Ear Definition and Function
8.1.3. Parts of the Ear
8.1.4. General Neuroanatomical Basis of the Ear
8.1.5. Development of the Auditory System
8.1.6. The Balance System
8.1.7. Description of the Auditory Process
8.1.8. Auditory Perception
8.1.9. Importance of the Auditory System
8.1.10. Definition of Ear Diseases

8.2. Classification of Ear Diseases

8.2.1. Congenital Diseases
8.2.2. Infectious Agents
8.2.3. Diseases of the External Ear
8.2.4. Diseases of the Middle Ear
8.2.5. Diseases of the Inner Ear
8.2.6. Classification of Hypoacusis
8.2.7. Psychobiological Aspects of Hypoacusis
8.2.8. Ear Trauma

8.3. Neurological Basis of Development and Learning

8.3.1. Pyramids of Human Development
8.3.2. Development Phases
8.3.3. Development Levels
8.3.4. Location of the Sensory Level in the Developmental Pyramid and its Importance
8.3.5. General Outline of Neurodevelopment
8.3.6. Sensory and Perceptual Neurodevelopment in Infancy
8.3.7. Development of Auditory Processing Related to Language
8.3.8. Social Development

8.4. Incidents in the Development Stages

8.4.1. Risk Factors in the Development Stages
8.4.2. Development of the Hearing System at Birth
8.4.3. Development of Sensory Systems during Infancy
8.4.4. Influence of Hearing on the Development of Equilibrium in the Early Stages of Learning
8.4.5. Communication Difficulties
8.4.6. Motor Coordination Difficulties
8.4.7. Influence on Attention
8.4.8. Functional Consequences
8.4.9. Implications for Reading Skills
8.4.10. Emotional Incidents

8.5. Multiprofessional Coordination

8.5.1. Teacher Specializing in Therapeutic Pedagogy
8.5.2. Teacher Specialized in Hearing and Language
8.5.3. Special Education Monitors During Schooling
8.5.4. Educators
8.5.5. Curricular Support Teachers
8.5.6. Sign Language Professional
8.5.7. Deaf Blindness Mediators
8.5.8. Social Educators
8.5.9. Educational Guidance Teams
8.5.10. Specialized Educational Guidance Teams
8.5.11. Guidance Departments
8.5.12. Medical Professionals in Charge of Detecting Diseases of the Eye

8.6. Documentation and Organization According to Students' Needs

8.6.1. Psycho-Pedagogical Evaluation
8.6.2. Neuropsychopedagogical Report
8.6.3. Medical Records
8.6.4. Audiometries
8.6.5. Acoumetry
8.6.6. Tympanometry
8.6.7. Supraliminal Tests
8.6.8. Stapedial Reflex
8.6.9. Documentation of the School
8.6.10. Center Organization
8.6.11. Classroom Organization
8.6.12. Social and Family Organization

8.7. Educational Intervention According to Developmental Stages

8.7.1. Adaptations at the Center Level
8.7.2. Adaptations at the Classroom Level
8.7.3. Adaptations at Personal Level
8.7.4. Educational Intervention According to Developmental Stages
8.7.5. Educational Intervention During Early Childhood
8.7.6. Educational Intervention During Second Childhood
8.7.7. Educational Intervention During Maturity
8.7.8. Alternative and Augmentative Communication Systems
8.7.9. Intervention to Stimulate Hearing Ability
8.7.10. Educational Intervention to Improve Language Skills
8.7.11. Intervention with the Family

8.8. Adapted Tools and Materials

8.8.1. Tools for Working with Students with Visual Impairment
8.8.2. Tools for Working with Students with Visual Impairment
8.8.3. Individual Adapted Materials
8.8.4. Collective Adapted Materials
8.8.5. Listening Skills Programs
8.8.6. Adaptation of Common Spaces
8.8.7. Adaptations of Curricular Elements
8.8.8. ICT Influence
8.8.9. Hearing Aids
8.8.10. Auditory Stimulation Programs

8.9. School-Based Socio-Community Intervention

8.9.1. Concept of Socio-Community Intervention
8.9.2. Schooling of Students
8.9.3. Schooling of Students
8.9.4. Socialization of the Child
8.9.5. Extracurricular Outings
8.9.6. Family Circle
8.9.7. Relationship between Family and School
8.9.8. Relationship between Equals
8.9.9. Leisure and Free Time
8.9.10. Professional Training
8.9.11. Inclusion in Society

8.10. Evaluation and Prognosis of Diseases

8.10.1. Signs of Hearing Problems
8.10.2. Subjective Hearing Tests
8.10.3. Objective Hearing Tests
8.10.4. Psycho-Pedagogical Evaluation
8.10.5. Evaluation of the ENT Physician
8.10.6. Role of the Audiologist
8.10.7. Speech Therapist Evaluation
8.10.8. Function of Social Services
8.10.9. Analysis of Family Coexistence
8.10.10. Treatment

Module 9. Communication Disorders

9.1. Concept and Definition of Communication and Its Disorders

9.1.1. Definition of Communication
9.1.2. Types of Communication
9.1.3. Language Definition
9.1.4. Stages of Communication
9.1.5. Definition of Disorder
9.1.6. Introduction to the Nervous System
9.1.7. Description of the Communicate Process
9.1.8. Differences between Communication and Speech
9.1.9. Relationship of Language to Auditory and Visual Processing
9.1.10. Concept of Communication Disorders

9.2. Classification and Typology of Communication Disorders

9.2.1. Specific Language Disorder
9.2.2. Language Delays
9.2.3. Social Communication Disorder
9.2.4. Speech Sound Disorder
9.2.5. Childhood-Onset Fluency Disorder (Stuttering)
9.2.6. Selective Mutism
9.2.7. Students with Hearing Loss
9.2.8. Specific Learning Disorder
9.2.9. Academic or Educational Problem
9.2.10. Unspecified Communication Disorder

9.3. Neurological Basis of Development and Learning

9.3.1. Pyramids of Human Development
9.3.2. Development Phases
9.3.3. Development Levels
9.3.4. Location of Language Skills in the Developmental Pyramid and Its Importance
9.3.5. General Outline of Neurodevelopment
9.3.6. Perceptual and Motor Neurodevelopment in Infancy
9.3.7. Developmental Areas Influencing Language
9.3.8. Cognitive Development Through Communication and Language
9.3.9. Social and Emotional Development through Communication and Language

9.4. Incidents in the Development Stages

9.4.1. Initial Language and Speech Development
9.4.2. Early Childhood: Language Development
9.4.3. The Development of Spoken Language
9.4.4. Vocabulary Development and Grammatical Knowledge
9.4.5. Development of Knowledge about Communication
9.4.6. Literacy: Comprehension and Use of Written Language
9.4.7. Difficulties in Learning to Read
9.4.8. Emotional and Affective Development of the Student
9.4.9. Diseases Related to Language Disorders
9.4.10. Other Incidents

9.5. Multiprofessional Coordination

9.5.1. Teacher Specializing in Therapeutic Pedagogy
9.5.2. Teacher Specialized in Hearing and Language
9.5.3. Special Education Monitors During Schooling
9.5.4. Educators
9.5.5. Curricular Support Teachers
9.5.6. Sign Language Professional
9.5.7. Deaf Blindness Mediators
9.5.8. Social Educators
9.5.9. Educational Guidance Teams
9.5.10. Specialized Educational Guidance Teams
9.5.11. Guidance Departments
9.5.12. Medical Professionals in Charge of Detecting Diseases of the Eye

9.6. Documentation and Organization According to Students' Needs

9.6.1. Psychopedagogical Tests
9.6.2. Psycho-Pedagogical Evaluation
9.6.3. Neuropsychopedagogical Report
9.6.4. Speech Therapy Report
9.6.5. Specific Medical Documentation of Language Disorder
9.6.6. Documentation of the School
9.6.7. Social Organization
9.6.8. Center Organization
9.6.9. Classroom Organization
9.6.10. Family Organization

9.7. Educational Intervention According to Developmental Stages

9.7.1. Educational Intervention According to Developmental Stages
9.7.2. Adaptations at the Center Level
9.7.3. Adaptations at the Classroom Level
9.7.4. Adaptations at Personal Level
9.7.5. Educational Intervention During Early Childhood
9.7.6. Educational Intervention During Second Childhood
9.7.7. Educational Intervention During Maturity
9.7.8. Intervention with the Family

9.8. Adapted Tools and Materials

9.8.1. Tools for Working with Students with Communication Disorders
9.8.2. Individual Adapted Materials
9.8.3. Collective Adapted Materials
9.8.4. Language Skills Programs
9.8.5. Programs to Promote Reading and Writing
9.8.6. Adaptations of Curricular Elements
9.8.7. ICT Influence
9.8.8. Auditory and Visual Stimulation

9.9. School-Based Socio-Community Intervention

9.9.1. Concept of Socio-Community Intervention
9.9.2. Schooling of Students
9.9.3. Socialization of the Child
9.9.4. Extracurricular Outings
9.9.5. Family Circle
9.9.6. Relationship between Family and School
9.9.7. Relationship between Equals
9.9.8. Leisure and Free Time
9.9.9. Professional Training
9.9.10. Inclusion in Society

9.10. Evaluation and Prognosis of Diseases

9.10.1. Manifestations of Problems in Communication
9.10.2. Speech Therapy Report
9.10.3. Otolaryngologist's Evaluation
9.10.4. Subjective Hearing Tests
9.10.5. Psycho-Pedagogical Evaluation
9.10.6. Speech Therapy Rehabilitation
9.10.7. Analysis of Family Coexistence
9.10.8. Hearing Treatments
9.10.9. Analysis of Family Coexistence
9.10.10. Treatment

Module 10. Other Diseases and Disorders

10.1. Deaf Blindness

10.1.1. Definition
10.1.2. Implication and Consequences of Deaf Blindness
10.1.3. Evolution and Development of a Deafblind Person
10.1.4. Some Keys to Psycho-pedagogical Intervention
10.1.5. Communication.
10.1.6. Communication Systems
10.1.7. Some Keys to Psychopedagogical Intervention with the Family
10.1.8. Stages of Acceptance
10.1.9. Family Needs

10.2. West Syndrome

10.2.1. Definition. Etiology Prevalence. Prognosis
10.2.2. General Symptoms
10.2.3. Psycho-pedagogical Intervention
10.2.4. Language and Communication
10.2.5. Personal Autonomy
10.2.6. Perceptual-Cognitive Area
10.2.7. Sensory Stimulation
10.2.8. Resources
10.2.9. Family Needs

10.3. Rubinstein-Taybi Syndrome

10.3.1. Definition
10.3.2. Etiology
10.3.3. Prevalence
10.3.4. General Symptoms
10.3.5. Medical Problems Associated with the Syndrome
10.3.6. Growth and Development
10.3.7. Diagnosis and Treatment
10.3.8. Family Needs

10.4. Instrumental Difficulties

10.4.1. What Are the Instrumental Areas of Learning? 
10.4.2. Dyslexia
10.4.3. Dysorthography
10.4.4. Dysgraphia
10.4.5. Dyscalculia
10.4.6. Evaluation in the School Setting
10.4.7. Psycho-pedagogical and Speech Therapy Evaluation
10.4.8. Adaptations in Materials
10.4.9. Adaptations in Teaching Techniques
10.4.10. Adaptations for Class Work and Evaluations

Module 11. Learning Disabilities: Historical Approaches, Conceptualization, Theories and Classification

11.1. Introduction  
11.2. A Historical Look at Learning Difficulties 

11.2.1. Foundation Stage 
11.2.2. Transition Stage 
11.2.3. Consolidation Stage 
11.2.4. Current Stage 

11.3. Critical View of its Conceptualization 

11.3.1. Criteria Applied for Its Definition 

11.3.1.1. Exclusion Criteria 
11.3.1.2. Discrepancy Criteria 
11.3.1.3. Specificity Criterion 

11.3.2. Some Definitions and Their Regularities 
11.3.3. Between Heterogeneity and Differentiation 

11.3.3.1. School Problems 
11.3.3.2. Low School Performance 
11.3.3.3. Specific Learning Difficulties 

11.3.4. Learning Disabilities vs. Learning Difficulties 

11.3.4.1. The Learning Disorder 

11.3.4.1.1. Definition Characteristics Features 

11.3.4.2. Meeting Points between the Disorder and Learning Difficulties that Problematize its Comprehension 
11.3.4.3. Differences between Learning Disorders and Learning Difficulties that Determine Their Context of Application and Relevance 
11.3.4.4. Special Educational Needs (SEN) and Learning Difficulties (LD) 

11.3.4.4.1. Definition of Special Educational Needs 
11.3.4.4.2. SEN and Their Differences and Regularities with Learning Difficulties 

11.4. Classification of Learning Difficulties 

11.4.1. International Classification Systems 

11.4.1.1. DCM-5 
11.4.1.2. ICD-10 

11.4.2. Classification of Learning Difficulties According to DCM-5 
11.4.3. Classification of Learning Difficulties According to ICD-10 (Pending ICD-11) 
11.4.4. Comparison of Instrument Classification 

11.5. Main Theoretical Approaches to Learning Difficulties

11.5.1. Neurobiological or Organismic Theories 
11.5.2. Theories of Deficient Cognitive Processes 
11.5.3. Psycholinguistic Theories 
11.5.4. Psychogenic Theories 
11.5.5. Environmental Theories 

11.6. Causes of Learning Difficulties

11.6.1. Personal or Intrinsic Factors 

11.6.1.1. Biological 
11.6.1.2. Psychogens 

11.6.2. Contextual or Extrinsic Factors 

11.6.2.1. Environmental 
11.6.2.2. Institutional 

11.7. Models of Care for Learning Difficulties 

11.7.1. Models Focused on Medical-Clinical Aspects 
11.7.2. Models Focused on Cognitive Processes 
11.7.3. Models Focused on Observable Shortfalls 
11.7.4. Curriculum-Centered Models 
11.7.5. Comprehensive Care Educational Model 

11.8. Activities for the Integration of Knowledge and its Practical Application
11.9. Recommending Readings
11.10. Bibliography 

 Module 12. Neurodevelopment and Learning 

12.1. Neurodevelopment and Learning: Prenatal Development
12.2. Nervous System and Postnatal Learning 
12.3. Neuroanatomy of Learning
12.4. Concept of Brain Plasticity
12.5. Development of Higher Cognitive Functions
12.6. Cognitive Processes and Learning (I): Attention and Cognitive Resource Selection
12.7. Cognitive Processes and Learning (II): Perception and Acquisition of Information
12.8. Cognitive Processes and Learning (III): Memory and its Functioning
12.9. Cognitive Processes and Learning (IV): Process of Coding of the Information
12.10. Cognitive Processes and Learning (V): The Information Retrieval Process: The Transfer of Learning
12.11. Cognitive Processes and Learning (VI): Grouping, Classification and Formation of Categories and Concepts
12.12. Affective, Motivational, Relational Variables (I): Personal Variables
12.13. Affective, Motivational, and Relational Variables (II): The Family
12.14. Affective, Motivational, and Relational Variables (III): The School
12.15. Affective, Motivational, and Relational Variables (IV): Community

Module 13. Specific Learning Disorder 

13.1. Learning Reading, Writing, and Mathematics in Early Childhood
13.2. Definition and Prevalence
13.3. Neurobiological Bases
13.4. Neuropsychological Approaches
13.5. Types of Dyslexia, Dysgraphia, and Dyscalculia
13.6. Diagnostic Criteria (I): DSM-: Reading Difficulties (Dyslexia), Difficulties in Written Expression (Dysgraphia), Difficulties in Mathematics (Dyscalculia) 
13.7. Diagnostic Criteria (II): Differential Diagnosis DSM-V and ICD-10 
13.8. Evaluation: Variables to Be Evaluated and Techniques and Instruments
13.9. Psychological and Psycho-pedagogical Intervention: Intervention Programs 

Module 14. Communication Disorders and Learning Disabilities 

14.1. Childhood Language Development
14.2. Definition and Prevalence
14.3. Neurobiological Bases
14.4. Neuropsychological Approaches
14.5. Classification of Comprehension, Production-Expression and Pronunciation Disorders.
14.6. Diagnostic Criteria (I): DSM-5: Language Disorder Phonological Disorder
14.7. Diagnostic Criteria (II): DSM-5: Childhood-onset Fluency Disorder (Stuttering)
14.8. Social Communication Disorder (Pragmatic)
14.9. Diagnostic Criteria (III): Differential Diagnosis DSM-5 and ICD-10
14.10. Evaluation: Variables to Be Evaluated and Techniques and Instruments
14.11. Psychological and Psycho-pedagogical Intervention: Intervention Programs 

Module 15. Language as a Determining Element in the Attention to Learning Difficulties 

15.1. Introduction
15.2. Thought and Language: Their Relationship 

15.2.1. Theories that Explain Its Development 
15.2.2. Thought and Language Their Interdependence 
15.2.3. The Place of Language in Learning 

15.3. Relationship between Language and Learning Difficulties 

15.3.1. Communication, Language and Speech 
15.3.2. General aspects of Language Development 
15.3.3. Prevention of Language problems 

15.4. Language Developmental Delay and Its Implications in Learning Difficulties 

15.4.1. Conceptualization of Language Developmental Delay and its characterization. 
15.4.2. Causes of Delayed Language Development
15.4.3. Importance of Early Identification and Care in Schools 
15.4.4. Delayed Language Development as a Risk Factor for Learning Difficulties 

15.5. Most Common Language Disorders in Students 

15.5.1. Concepts and Delimitations 
15.5.2. Oral Language Disorders Its Manifestations in the Following Components: Phonetic, Phonological, Morpho-Lexical, Syntactic, Semantic and Pragmatic 
15.5.3. Speech Disorders: Dyslalia, Dysarthria, Rhinolalia, Dysphonia and Stuttering 

15.6. Language Evaluation 

15.6.1. Assessment Tools 
15.6.2. Components to Evaluate 
15.6.3. Evaluation Report 

15.7. Attention to Language Disorders in Educational Institutions 

15.7.1. Language Disorders 
15.7.2. Speaking Disorders 

15.8. Activities for the Integration of Knowledge and its Practical Application
15.9. Recommending Readings
15.10. Bibliography 

Module 16. Disorders and Other Personal and Social Circumstances Modulating Learning Difficulties

16.1. Disruptive, Impulse-Control and Conduct Disorders and Learning Difficulties. 

16.1.1. Disruptive, Impulse-Control and Conduct Disorders (I): Impulse Control and Prosocial Behavior 
16.1.2. Disruptive, Impulse-Control and Conduct Disorders (II): Definition and Prevalence
16.1.3. Disruptive, Impulse-Control and Conduct Disorders (III): Neurobiological Bases
16.1.4. Disruptive, Impulse-Control and Conduct Disorders (IV): Neuropsychological Approaches to Antisocial Behavior
16.1.5. Disruptive, Impulse Control and Behavioral Disorders (V): DSM-V Diagnostic Criteria: Oppositional Defiant Disorder Intermittent Explosive Disorder 
16.1.6. Disruptive, Impulse-Control and Conduct Disorders (VI) : DSM-V Diagnostic Criteria: Behavioral Disorders
16.1.7. Disruptive, Impulse Control and Behavioral Disorders (VII): DSM-V Diagnostic Criteria: Antisocial Personality Disorder
16.1.8. Disruptive, Impulse-Control and Conduct Disorders (VIII): Differential Diagnosis DSM-V and ICD-10 
16.1.9. Disruptive, Impulse Control and Behavioral Disorders (IX): Assessment : Variables to Be Assessed and Techniques and Instruments
16.1.10. Disruptive, Impulse Control and Behavioral Disorders (X): Psychological and Psycho-pedagogical Intervention: Intervention Programs

16.2. Children and Youth with High Abilities and Learning Difficulties 

16.2.1. Definition of Gifted and Prevalence
16.2.2. Assessment Criteria
16.2.3. Evaluation: Variables to Be Evaluated and Techniques and Instruments
16.2.4. Psychological and Psycho-pedagogical Intervention: Intervention Programs

16.3. Other Issues 

16.3.1. Children and Young People at Social and Family Risk: Substance Abuse, Risky Sexual Behavior, Family Destructuring and Family Violence
16.3.2. Children and Young People at Risk of Social Exclusion: Poverty and Problems of Uprooting
16.3.3. Children and Young People at Risk in Their Mental Health: Problems in the Affective Sphere
16.3.4. Evaluation: Variables to Be Evaluated and Techniques and Instruments
16.3.5. Psychological and Psycho-pedagogical Intervention: Intervention Programs

Module 17. Emerging Educational Alternatives for the Management of Learning Difficulties 

17.1. Introduction  
17.2. Information and Communication Technologies (ICTs) 

17.2.1. Theoretical Foundations of Information and Communication Technologies 
17.2.2. Historical Development of ICT 
17.2.3. Classification of TIC 

17.2.3.1. Synchronous 
17.2.3.2. Asynchronous 

17.2.4. TIC Features 
17.2.5. Potentialities of ICTs in Different Societal Contexts

17.3. ICT in the Educational Environment 

17.3.1. Contribution of ICT to Education in General 

17.3.1.1. Traditional Education and ICT Incorporation 
17.3.1.2. Impact of ICTs on 21st Century Education
17.3.1.3. Learning and Teaching with ICT: Expectations, Realities, and Potentialities 

17.3.2. Contributions of ICT in the Attention of Learning Difficulties 

17.3.2.1. ICT as an Educational Resource for the Attention of Learning Difficulties

17.3.2.1.1. Teaching Reading 
17.3.2.1.2. Teaching Writing 
17.3.2.1.3. Teaching Mathematics 
17.3.2.1.4. Attention to the Attention Deficit Hyperactivity Disorder (ADHD) 

17.3.3. Teacher's Role in the Use of ICTs 

17.3.3.1. In the Classroom 
17.3.3.2. Extra-Classroom Spaces 

17.4. Chess and Its Pedagogical Value 

17.4.1. Brief Historical Review of Chess 
17.4.2. Its Playful Character 
17.4.3. Pedagogical Foundations of Play-Science 
17.4.4. Chess as an Educational Tool: in the School Context and in Socially Vulnerable Environments 
17.4.5. Potentialities of Chess for the Teaching-Learning Process of the Student with Learning Difficulties 

17.4.5.1. Contributions of Chess to Cognitive Activity 

17.4.5.1.1. Attention 
17.4.5.1.2. Memory 
17.4.5.1.3. Motivation 
17.4.5.1.4. Managing Emotions 
17.4.5.1.5. Strategic Thinking 
17.4.5.1.6. Intelligence. 
17.4.5.1.7. Transfer of Learning 

17.4.5.2. Contributions of Chess in the Context of Executive Functions 

17.4.5.2.1. Organisation 
17.4.5.2.2. Plan 
17.4.5.2.3. Execution (Flexibility, Inhibitory Control, Self-Monitoring) 
17.4.5.2.4. Evaluation/Revision

17.5. Chess as a Binding Element of the School-Family-Community Triad in the Management of Learning Disabilities 

17.5.1. Strengths of the Use of Chess in Schools to Promote Family Involvement in the Educational Process 
17.5.2. Possibilities Offered by Chess to Promote Community Involvement in the School 

17.6. Meditation From Spiritual Practice to its Current Expansion 

17.6.1. A Brief Approach to Meditation as an Educational Tool 

17.6.1.1. Concept of Meditation 
17.6.1.2. Origin of meditation 
17.6.1.3. Expansion into Various Fields 

17.7. Use of the Educational Potentialities of Meditation for the Management of Learning Difficulties and Attention to Diversity 

17.7.1. Scientific Evidence of the Effects of Meditation on the Body, the Brain and Interpersonal Relationships 

17.7.1.1. Neurological Effects: Structural, Biochemical and Functional Effects in the Brain 
17.7.1.2. Psychological Effects 
17.7.1.3. Physical Effects 

17.7.2. Impact of the Practice of Meditation on the School Child 
17.7.3. Impact of Meditation on Teacher's Modes of Performance 
17.7.4. Impact of Meditation Practice on School Climate 

17.8. Activities for the Integration of and its Practical Application  
17.9. Recommending Readings  
17.10. Bibliography 

Module 18. ICT, Innovation and Emerging Methodologies 

18.1. ICT in Special Education

18.1.1. Special Educational Needs
18.1.2. Principles of Special Education and the Use of ICTs
18.1.3. The Role and Value of ICT in Special Education
18.1.4. Inclusion vs. Technological Marginalization
18.1.5. Digital Accessibility
18.1.6. Right to Accessibility
18.1.7. ICT Resources for Students with Special Educational Needs
18.1.8. Advantages of ICT in Education
18.1.9. Assistive Technologies for Diversity (ATD)
18.1.10. ICT for Assessing Students with Special Educational Needs

18.2. Resources for Hearing Impaired Students

18.2.1. ICT Resources for Hearing Impairment
18.2.2. Objectives
18.2.3. HETAH- Sign Language Translator
18.2.4. AMPDA
18.2.5. Spreadthesign
18.2.6. Pictotranslator
18.2.7. The Seraph Snail
18.2.8. Sign Library
18.2.9. Speechviewer II Phonetic Viewer
18.2.10. DreamLetters

18.3. Resources for Students with Visual Impairment

18.3.1. ICT Resources for Visual Impairment
18.3.2. Objectives
18.3.3. Hetah Transcriber
18.3.4. Knfbreader
18.3.5. The Magic Tree of Words
18.3.6. AudescMobile
18.3.7. Songbook
18.3.8. WinBraille
18.3.9. Jaws
18.3.10. Adapted Hardware

18.4. Resources for Students with Motor Disabilities

18.4.1. ICT Resources for Motor Disability
18.4.2. Objectives
18.4.3. KeyTweak
18.4.4. Form Pilot Office
18.4.5. EmuClic
18.4.6. SinClic 0.9
18.4.7. Virtual Keypad: VirtualTEC
18.4.8. Remote Mouse
18.4.9. Adapted Software 

18.5. Resources for Students with Intellectual Disabilities

18.5.1. ICT Resources for Intellectual Disability
18.5.2. Objectives 
18.5.3. Bigheads
18.5.4. Ableservices
18.5.6. Tecnocom Lite
18.5.7. Help, I Got Lost
18.5.8. Game of the Opposite
18.5.9. Special Stories
18.5.10. Learning Project

18.6. Resources for ASD

18.6.1. ICT Resources for Students with Autism
18.6.2. Objectives
18.6.3. Emotion Project
18.6.4. Doctor TEA
18.6.5. Social Classroom
18.6.6. Words in Pictures
18.6.7. Applyautism
18.6.8. AraWord
18.6.9. GoTalk 9+ Communicator
18.6.10. Zac Browser

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