Learning difficulties in literacy must be addressed in time to enable the progress of those affected. Don't think twice and enroll with us”

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

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

This education responds to the demand of educational agents, focusing on early childhood, primary, secondary and post-compulsory education teachers. With this preparatory action, the teacher will acquire competencies to manage learning difficulties and diversity in the educational context, adjust the plans of attention to diversity and the educational projects of the centers.

At the same time, there is a growing social need for an educational system which promotes democracy, equality and equity; without segregation or discrimination due to differences and enables inclusion within a framework of diversity awareness.

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

This 100% online Postgraduate diploma is the perfect opportunity to learn the new techniques in Learning Difficulties in Literacy”

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

• Practical cases presented by experts in Learning Difficulties in Literacy
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• Latest innovations in Learning Difficulties in Literacy
• Practical exercises where a self-assessment process is carried out to improve learning
• Algorithm-based interactive learning system for decision-making in the situations that are presented to the student
• 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

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

Its teaching staff includes , a professionals from the field of vaccines in nursing, who bring the experience of their work to this training, as well as recognized specialists from leading scientific societies.

Its multimedia content, developed with the latest educational technology, will enable the professional to contextual and situated learning, i.e. a simulated environment that will provide immersive learning immersive learning programmed to prepare in real situations.

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

We offer you the opportunity to train with a multitude of practical cases that will help you to specialize in Learning Difficulties in Literacy"

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

The structure of the program has been designed by a team specialized in Learning Difficulties and Attention to Diversity that has united all its knowledge to offer the best study option on the market, since it has the most up-to-date and rigorous content that can be found on this subject. 

This Postgraduate diploma is the best educational option that you will be able to find, with the most up-to-date and rigorous content on the market”

Module 1. Fundamentals of the Management of Learning Difficulties 

1.1.Introduction 
1.2.Prevention of Learning Difficulties 

1.2.1.Levels of Prevention 
1.2.2.Risk Factors 
1.2.3.Protective Factors 

1.3.Psychopedagogical Intervention in LD. 

1.3.1.Definition 
1.3.2.Principles 
1.3.3.Models of Psychopedagogical Intervention 

1.4.Integral Educational Attention and Its Implications 

1.4.1.Conceptualization 
1.4.2.Strategic Planning 
1.4.3.Individualized Planning 
1.4.4.Integral Educational Planning 

1.5.Psychopedagogical Intervention vs. Integral Educational Attention 

1.5.1.Theoretical Positions that Support Them 
1.5.2.Comparative Analysis: Points of Convergence and Divergence
1.5.3.Relevance of Use in the Context of Diversity 

1.6.Theoretical Considerations on School Management 

1.6.1.Definitions and Principles of School Management 
1.6.2.Management of Educational Institutions or Care Centers 

1.6.2.1. Definition and Characteristics of the Management Process 
1.6.2.2. Implications of Interdisciplinary Work in School Management 
1.6.2.3. The Importance of the Articulation of the Family-School-Community Triad 
1.6.2.4. Networking 
1.6.2.4.1.Intrasectorial Articulation 
1.6.2.4.2.Intersectorial Articulation 

1.6.3.The School Organization and its Impact on the Educational Process 

1.6.3.1. Definition 
1.6.3.2. Living Arrangements for Students with LD 
1.6.3.3. The Teaching Timetable 
1.6.3.4. The Organization of the Teaching-Learning Process for Students with LD: the Classroom, Learning Projects and Other Forms of Organization 

1.6.4.Teaching Activity as a Transcendental Element in the Process Of Teaching-Learning 

1.6.4.1. The Healthy and Pedagogical Organization of the Teaching Activity 
1.6.4.2. The Teaching Load, Intellectual Work Capacity and Fatigue
1.6.4.3. Conditions of the Physical Environment 
1.6.4.4. Conditions of the Psychological Environment 
1.6.4.5. Relationship of Organization of Teaching Activity With the Learning Motivation of Students with LD

1.7.Attention to Diversity in the Inclusive Education Framework 

1.7.1.Conceptualization 
1.7.2.Theoretical-Methodological Fundamentals 

1.7.2.1. Recognition and Respect of Individual Differences 
1.7.2.2. Attention to Diversity as a Principle of Inclusive Education 

1.7.3.Curricular Adaptations as a Path for the Attention to Diversity 

1.7.3.1. Definition 
1.7.3.2. Types of Curricular Adaptations 

1.7.3.2.1.Adaptations in the Methodology 
1.7.3.2.2.Adaptations in the Activities 
1.7.3.2.3.Adaptations in the Materials and the Time 
1.7.3.2.4.In the Functional Elements 

1.8.Activities for the Integration of Knowledge and its Practical Application 
1.9.Recommending Readings 
1.10.Bibliography 

Module 2. Language as a Determining Element in the Care of Learning Difficulties 

2.1.Introduction 
2.2.Thought and Language: Their Relationships 

2.2.1.Theories Explaining its Development 
2.2.2.Interdependence Between Thought and Language
2.2.3.The place of Language in Learning 

2.3.Relationship of Language With Learning Difficulties 

2.3.1.Communication, Language, Speech and Language 
2.3.2.General Aspects of Language Development 
2.3.3.Language Impairment Prevention 

2.4.Delayed Language Development and its Implications for Learning Difficulties 

2.4.1.Conceptualization of Language Development Delay and its Characterization. 
2.4.2.Causes of Delayed Language Development
2.4.3.Importance of Early Identification and Care at School 
2.4.4.Delayed Language Development as a Risk Factor for Learning Difficulties 

2.5.Most Common Language Disorders in Students 

2.5.1.Concepts and Delimitations 
2.5.2.Speech Disorders. Their Manifestations in the Different Components: Phonetics, Phonology, Morpho-Lexical, Syntax, Semantics and Pragmatics 
2.5.3.Speech Disorders: Dyslalia, Dysarthria, Rhinolalia, Dysphonia, and Stuttering 

2.6.Language Evaluation 

2.6.1.Assessment Tools 
2.6.2.Components to be Evaluated 
2.6.3.Evaluation Report 

2.7.Attention to Language Disorders in Educational Institutions 

2.7.1.Language Disorders 
2.7.2.Speech Disorders 

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

Module 3. Learning Difficulties in Reading and Their Impact on the Training of a Citizen in the Knowledge Society 

3.1.Introduction 
3.2.Reading and its Processes 

3.2.1.Definition 
3.2.2.Lexical Process: The Lexical Route and Phonological Route 
3.2.3.Syntax Route 
3.2.4.Semantic Route 

3.3.The Teaching/ Learning Process of Reading for Life 

3.3.1.Conditions or Requirements for Learning to Read 
3.3.2.Methods for Teaching Reading 
3.3.3.Strategies That Favor the Process of Learning to Read 

3.4.Prevention of Reading Learning Difficulties 

3.4.1.Protective Factors 
3.4.2.Risk Factors 
3.4.3.Strategies for Promoting Reading 
3.4.4.Importance of the Main Educational Agencies in the Promotion of Reading 

3.5.Reading and its Learning Difficulties 

3.5.1.Characterization of Reading Learning Difficulties 
3.5.2.Dyslexia as a Specific Learning Difficulty 
3.5.3.Main Difficulties in Reading Comprehension 

3.6.Diagnosis and Evaluation of Reading Learning Difficulties 

3.6.1.Diagnostic Characterization 
3.6.2.Standardized Tests 
3.6.3.Non-Standardized Tests 
3.6.4.Other Evaluation Instruments 

3.7.Attention of Reading Learning Difficulties 

3.7.1.Lexical Awareness 
3.7.2.Phonological Conscience 
3.7.3.Cognitive and Metacognitive Strategies to Favor Reading Comprehension 

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

Module 4. Learning Difficulties in Writing as a Possibility of Lasting Communication 

4.1.Introduction 
4.2.Construction and Written Language Process 

4.2.1.Stages in Development of Writing 
4.2.2.Written Language Construction Levels 
4.2.3.Strategies to Favor the Transition Between Construction Levels 
4.2.4.Methods for Teaching Written Language 
4.2.5.Written Language Production Models 

4.2.5.1. Text Types 

4.3.Cognitive Processes Involved in Writing 

4.3.1.Planning 
4.3.2.Production 
4.3.3.Review 

4.4.Prevention of Writing Learning Difficulties 

4.4.1.Protective Factors 
4.4.2.Risk Factors 
4.4.3.Strategies for the Promotion of Written Language Production 
4.4.4.Importance of the Main Educational Agencies in the Promotion of Writing 

4.5.Writing and its Learning Difficulties 

4.5.1.Errors in the Construction of the Written Language 
4.5.2.Specific Errors in the Construction of Written Language 
4.5.3.Characterization of the Difficulties of Written Language Production 
4.5.4.Dysgraphia as a Specific Learning Difficulty in Writing 

4.6.Diagnosis and Evaluation of Learning Difficulties in Writing 

4.6.1.State of the Cognitive Processes Involved 
4.6.2.Prediction Indicators of Learning Difficulties in Writing 
4.6.3.What to Assess From the Second Grade Onwards in Texts Written by Children? 

4.7.Care for Learning Difficulties in Writing 

4.7.1.Strategies to Promote the Automation of Writing Movements 
4.7.2.Strategies to Favor the Planning of a Text 
4.7.3.Strategies to Favor the Production of a Written Text 
4.7.4.Strategies to Favo

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