This professional master’s degree in High-Capacity Individuals and Inclusive Education will give you the boost your professional career as a teacher needs. Click and enroll now" 

The researchers invite us to rethink giftedness from diagnosis to intervention, taking into account a new approach based on neuropsychology, but including other disciplines such as education, where the teacher becomes a key agent for the cognitive and physical development of students with these characteristics. 

The progress made in recent years has led to the development of methodologies and educational experiences with successful results. However, this has required professionals with solid knowledge of the evolution of the concept of intelligence through the different models and theories. In this scenario, the teaching professional, faced with the highly likely presence of high-capacity students in their classroom, must be aware of the progress in this field. Based on the need for specialized professionals and in the face of an increasingly pressing demand, this professional master’s degree is born, which will be taught by professionals in Psychology and with extensive professional experience in high-capacity individuals. 

A program designed to offer a comprehensive knowledge with a solid theoretical framework, but at the same time with a practical approach that builds a complete university program with direct application in the classroom. This will allow the teaching professional to grow in their daily performance and, in turn, benefit their students. 

In addition, TECH gives you the opportunity to combine your professional and/or work responsibilities with quality teaching, since the teacher has the entire syllabus at their disposal from the beginning, distributing the teaching load according to their needs. Likewise, graduates who study this program will not have to attend classes in person, nor will they have fixed class schedules, so they can connect to the virtual campus at any time of the day with just a computer or tablet. 

Do you know how to work with your high-capacity students or detect where their great talent lies? With this professional master’s degree, you will have all the necessary keys and techniques" 

This professional master’s degree in High-Capacity Individuals and Inclusive Education contains the most complete and up-to-date program on the market. The most important features include:

• Case studies presented by experts in High-Capacity Individuals and Inclusive Education 
• 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
• Practical exercises where self-assessment can be used to improve learning
• Its special emphasis on innovative methodologies 
• 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 

This 100% online university program will show you the most effective use of ICT for high-capacity students"  

The program’s teaching staff includes professionals from the sector who contribute their work experience to this 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 immersive training programmed to train 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. For this purpose, the student will be assisted by an innovative interactive video system created by renowned and experienced experts.  

Access with your computer at any time to the latest scientific advances on the new educational paradigm and high-capacity individuals. Enroll now"

Get an exhaustive knowledge about the different classifications of high-capacity individuals and their implications in the educational practice"

This professional master’s degree in High-Capacity Individuals and Inclusive Education is oriented to provide a deep learning about the attention to diversity, the curricular organization and the concept of intelligence according to the different existing theories. This will be possible thanks to the multimedia content included in this program, based on video summaries, detailed videos and interactive diagrams. 

This program is designed for you to acquire up-to-date knowledge in High-Capacity Individuals and Inclusive Education, using the latest educational technology" 

General Objectives

• Enable students to recognize and initiate the detection of children who present characteristics compatible with the high-capacity spectrum 
• Introduce students to the main characteristics of high-capacity individuals, as well as to the pedagogical, scientific and legal framework in which this reality is framed 
• Show students the main assessment tools, as well as the criteria to complete the process of identifying the specific educational needs required for high-capacity individuals 
• Educate students in the use of techniques and strategies for educational intervention, as well as for response orientation in different extracurricular areas 
• Develop in students the capacity to elaborate specific adaptations, as well as to collaborate or to promote integral programs within the educational project and the attention plan for diversity at a center 
• Value the multidimensionality of high-capacity individuals and the need for multiprofessional interventions with flexible and adaptive methodologies from an inclusive perspective 
• Consolidate innovation and the application of new technologies as a central and useful element in the educational process 
• Awaken in students the necessary sensitivity and initiative to become the driving force behind the necessary paradigmatic change that will make an inclusive educational system possible 

Specific Objectives

Module 1. Educational Paradigm and Pedagogical Framework of High-Capacity Individuals 

• Know the characteristics of the current emerging educational paradigm within our pedagogical and scientific framework 
• Differentiate the roles played by the different educational agents in the new paradigm 
• Refresh the theoretical bases of the learning process in individuals 
• Value the advantages of attention to diversity as opposed to obsolete educational models that no longer serve us 
• Explore the possible routes to achieving quality education 
• Know the place of high-capacity individuals in this new scenario of change 
• Learn the scientific foundations for high-capacity individuals and the differential cognitive functioning of these students 
• Interpret the different models and theories that define high-capacity individuals from different points of view 
• Delve deeper into the examination of giftedness carried out in our closest environment 
• Share the educational challenges of the present and the objectives of a school in the 21st century 
• Understand inclusive education and attention to diversity as a fundamental right of all students 
• Analyze the pedagogical and legal framework passing through the different institutional levels that mark the right to and the bases of education 

Module 2. Definition and Classification of High-Capacity Individuals 

• Differentiate between special and specific educational needs 
• Understand the criteria of maximum normality behind inclusive education 
• Know how attention to diversity is vertically structured throughout the educational stages 
• Understand the structure of the educational system and how educational projects and plans are developed 
• Understand the bases of curricular organization at the center and classroom level 
• Know the different possibilities of classroom organization within the framework of personalized, adaptive or inclusive attention 
• Understand the functioning and expertise of educational guidance teams and their role in the attention to diversity and high-capacity individuals 
• Analyze the historical background of high-capacity individuals both in Europe and around the world

Module 3. Identification of High-Capacity Individuals 

• Describe the evolution of the concept of intelligence through different models and theories 
• Critically analyze the definitions of intelligence that have emerged throughout history 
• Justify the current definitions of human intelligence 
• Know the current definitions of high-capacity individuals 
• Critically analyze the actions of the different educational administrations regarding high-capacity individuals 
• Know the differential cortical development of high-capacity individuals both at a structural and functional level 
• Analyze the differential diagnosis model as a basis for any type of intervention 

Module 4. Neuropsychology of High-Capacity Individuals 

• Demonstrate the importance of emotions in the learning process 
• Describe the advantages of play and motor activity in the learning process 
• Organize small educational practices based on neuropedagogical evidence in order to determine their incidence 
• Apply cognitive strategies to one's own learning process, as well as in teaching 
• Understand the peculiarities of the adolescent brain and the mechanisms of reward, self-control and motivation 
• Differentiate neuromyths applied in education from educational practices based on neuroeducational postulates 
• Understand divergent thinking and creativity as a differential trait 
• Review case studies in which specific educational needs derived from high capacity are addressed 
• Identify successful educational responses based on the analysis of cases of specific educational needs 
• Learn about the intervention focused on the improvement of self-esteem and self-knowledge of the individual 
• Analyze problem solving strategies and their application with high-capacity students 
• Learn the dimensions of learning and its planning focused on individual treatment 
• Analyze gnostic, mnesic and attentional mechanisms and proposals for educational practice  

Module 5. Clinical Aspects and Educational Needs of High-Capacity Individuals 

• Describe the non-pathological clinical aspects of high-capacity individuals 
• Critique reference manuals and their applicability to the area of high-capacity individuals 
• Know the biological, psychological and social foundations of clinical models 
• Analyze the different types of dyssynchrony that accompany high-capacity individuals 
• Compare, from a clinical-educational point of view, internal dyssynchrony with external dyssynchrony 
• Interpret the presence of the Pygmalion effect in the classroom both positive and negative 
• Anticipate the potential for identity diffusion syndrome in adolescents 
• Understand overexcitability and its probable incidence in high-capacity individuals 
• Differentiate between the different types of overexcitability and their manifestations 

Module 6. New Technologies in the Education of Children with High Capacities 

• Understand the urgent need for specific teacher training in the field of high-capacity individuals 
• Discuss the advantages and disadvantages of the transformation of education with new methods and technological tools 
• Know digital educational content, digital tools and educational platforms 
• Elaborate a base of technological resources that can be used for educational practice 
• Compare digital resources and share experiences to compile a resource bank 
• Know the institutions that bet on and work for Inclusive education, research and for the defense of the rights of students with high capacities 

Module 7. Educational Strategies and Methodologies 

• Identify the educational needs of students with high capacities 
• Understand the importance of implementing precise curricular adaptations 
• Critique the different educational measures proposed by educational administrations by analyzing the advantages and disadvantages 
• Demonstrate the need for early intervention and the necessary accompaniment of an integrated and proactive diagnosis 
• Understand the different rhythms of cognitive, physical and emotional development, as well as the incidence of dyssynchronies in this development 
• Know the classification of high-capacity individuals in the broad spectrum that represents this multidimensional reality 
• Interpret the differential cognitive profiles 
• Differentiate between quantitative and qualitative cut-off points on both sides of population statistical distribution 
• Know the characteristics of intellectual precocity in infants and primary school stages 
• Analyze real cases of intellectual precocity 
• Describe the different types of talent, both simple and compound 
• Review real cases of the different types of talent, both simple and compound 

Module 8. Self-Regulated Learning 

• Analyze the differential characteristics and complexity of giftedness, as well as the underlying clinical variables 
• Become familiar with practical cases of giftedness in secondary education 
• Interpret gender and developmental differential variables that accompany giftedness 
• Discuss the importance of assessing and considering the cognitive learning styles of students in the design of educational programs 
• Analyze the different models that explain learning styles 
• Compare learning styles with cognitive styles 
• Compare assessment tools of cognitive learning styles  

Module 9. Creativity and Emotional Education in the Classroom   

• Plan educational actions and precise orientations to favor the development of each learning style 
• Know the main obstacles and aspects to avoid in order not to compromise normal student development while respecting their learning styles 
• Discuss the consideration of learning styles and their repercussion on the different educational stages 
• Understand the process of identifying specific educational needs regarding high-capacity individuals 
• Plan the most frequent questions and answers regarding the detection of student potential 
• Propose strategies and projects for initial screening in schools 
• Differentiate between individual screening and group-classroom screening 
• Review screening projects carried out in our environment 
• Know the different screening protocols and tools used with teachers, students and families 
• Apply screening instruments in close contexts 
   

Module 10. Neurolinguistics and High-Capacity Individuals 

• Justify the importance of language and neurolinguistic programming as a support to the educational process 
• Review the importance of executive functions in the learning process 
• Apply emotional management and social skills techniques oriented to educational practice 
• Propose strategies of accompaniment and intervention focused on families 
• Review strategies of emotional intelligence applied to family intervention in cases of high-capacity individuals 
• Review educational intervention based on educational projects and diversity plans 
• Critique teacher training plans 
• Propose innovative teacher training plans adjusted to current knowledge 

Module 11. Intervention in High-Capacity Individuals 

• Know the integrated diagnostic model and its phases 
• Know the comorbidities that usually accompany the spectrum of high-capacity individuals 
• Differentiate between manifestations or symptoms that could be related to high capacity and symptoms that could be related to the presence of disorders 
• Organize the decision-making process based on initial diagnoses 
• Propose specific lines of action for educational intervention 
• Analyze the lines of intervention proposed at family and personal levels based on case studies assessing their impact 

Module 12. Successful Educational Experiences 

• Review the curricular organization in different educational stages 
• Compare screening results carried out by different educational agents 
• Know the process of psycho-pedagogical evaluation as part of the identification process 
• Analyze the most frequent psycho-pedagogical evaluation tools 
• Learn how to interpret the results of a psycho-pedagogical evaluation with regard to educational responses 

Module 13. Guidelines for Clinical Practice in Primary Care  

• Discuss the presence of clinical features, their interpretation on the basis of high-capacity individuals and potential diagnosis errors 
• Define the action plan for primary care in clinical complications
• Identify the best clinical tools for primary care 
• Analyze clinical processes for primary care and their effectiveness 

Acquire the theoretical knowledge and the practical tools necessary to be part of High-Capacity Individuals and Inclusive Education projects"