Learn about the latest advances in Visual Skills and School Performance and improve your daily practice as a psychologist with this Professional master’s degree from TECH”

Nowadays, visual disorders affect millions of people around the world, and in many cases, they are detected early in children. The most common disorders such as myopia, hyperopia, astigmatism and presbyopia can seriously affect their school performance and behavior, which is why psychology specialists must have a broad and complete vision of the complex world of the visual system and its implications in different areas of life.

Thanks to this Professional master’s degree in Visual Skills and School Performance, graduates will be able to better understand how the system functions, its problems and the best intervention practices, so that they can have different application options at their disposal for their jobs and according to their interest. In this degree, aspects related to visual impairment are addressed from the field of psychology, without losing sight of the determining role in academic performance.

All this is presented from the perspective of educational intervention through material and curricular adaptations to increase the academic possibilities of people with visual problems or disabilities.

Specialists will have access, with this 100% online program, to the latest advances in psychological intervention at a theoretical level, in addition to learning how to apply it in present or future professions, thus offering a qualitative advantage over other professionals in the field. Additionally, it is an opportunity to join the labor market or get promoted, with extensive theoretical and practical knowledge that will improve your skills in performing your job.

Improve your knowledge in Visual Skills and School Performance through this program, where you will find the best didactic material with real clinical cases”

This Professional master’s degree in Visual Skills and School Performance contains the most complete and up-to-date program on the market. The most important features include:

• Practical cases presented by experts in psychology applied to academics
• The graphic, schematic, and eminently practical contents with which they are created, provide 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

Increase your decision-making confidence by updating your knowledge through this Professional master’s degree designed especially with psychology professionals in mind”

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

Become a prestigious professional with this Professional master’s degree and keep up to date with the latest advances in Visual Skills and School Performance"

Update your knowledge in Visual Skills and School Performance and get a degree endorsed by the world's largest online university"

The content structure has been designed by a team of psychology professionals from the best educational centers and universities in the country, who are aware of the current relevance of innovative Instructions, and who are committed to quality teaching through new educational technologies. Thus, this knowledge will be the psychologist's main asset when it comes to entering a labor market brimming with professional growth opportunities. 

A comprehensive academic program, structured in well-developed teaching units, oriented towards efficient and faster learning that is compatible with your personal and professional life”

Module 1. Fundamentals of Learning and School Performance

1.1. Defining Learning

1.1.1. Understanding Learning
1.1.2. Types of Learning

1.2. The Characteristics of Learning

1.2.1. Learning Classification
1.2.2. Theories on Learning

1.3. Learning Assessment

1.3.1. Learning in Childhood
1.3.2. Learning in Adolescence

1.4. Basic Processes in Learning

1.4.1. The Sensation Process in Learning
1.4.2. The Perception Process in Learning

1.5. Attention Processes in Learning

1.5.1. The Process of Attention in Learning
1.5.2. Attention Problems in Learning

1.6. Cognitive Processes and Metacognitive Learning

1.6.1. The Cognitive Process in Learning
1.6.2. The Process of Metacognition in Learning

1.7. Evolution of Psychological Processes in Learning

1.7.1. Origin of Psychological Processes in Learning
1.7.2. Evolution of Psychological Processes in Learning

1.8. The Role of the Family in Education

1.8.1. The family as the First Socializing Agent in Learning
1.8.2. Family Educational Models

1.9. The Educational Context

1.9.1. Features of Non-formal Education
1.9.2. Features of Formal Education

1.10. Learning Difficulties

1.10.1. Difficulties due to Cognitive Impairments
1.10.2. Difficulties in Academic Performance

Module 2. Neurolinguistics

2.1. Language and the Brain

2.1.1. Communicative Processes of the Brain
2.1.2. The Brain and Speech

2.2. The Psycholinguistic Context

2.2.1. Foundations of Psycholinguistics
2.2.2. The Brain and Psycholinguistics

2.3. Language Development vs. Neural Development

2.3.1. Neural Foundations of Language
2.3.2. Neural Development of Language

2.4. Critical Language Periods

2.4.1. Childhood and Language
2.4.2. Adulthood and Language

2.5. The Brain in Bilingualism

2.5.1. Native Language at the Neural Level
2.5.2. Multiple Languages at the Neural Level

2.6. Intelligence vs. Language

2.6.1. Intelligence and Linguistic Development
2.6.2. Types of Intelligence and Language

2.7. Language in Childhood

2.7.1. Phases of Language in Childhood
2.7.2. Difficulties in Childhood Language Development

2.8. Language in Adolescence

2.8.1. Adolescence Language Development
2.8.2. Language Difficulties in Adolescence

2.9. Language in the Elderly

2.9.1. Adulthood Language Development
2.9.2. Language Difficulties in Adulthood

2.10. Psychopathology and Language

2.10.1. Clinical Language Psychology 
2.10.2. Personality and Language

Module 3. The Visual System

3.1. The Visual Nervous System

3.1.1. Neurons and Neuronal Network in the Eye
3.1.2. Poles and Cones

3.2. The Peripheral Visual Nervous System

3.2.1. Sympathetic Nervous System
3.2.2. Parasympathetic Nervous System

3.3. The Central Visual Nervous System

3.3.1. Nerves and Ocular Tracts
3.3.2. The Visual Cortex

3.4. Eye Embryology

3.4.1. Ectoderm
3.4.2. Mesoderm

3.5. Childhood Visual Development

3.5.1. Infant Eye Development
3.5.2. Visual Development in the First Year of Life

3.6. Ontogenetic Development

3.6.1. Monocular Reflexes
3.6.2. Binocular Reflexes

3.7. Adolescence Visual Development

3.7.1. Adolescent Visual Development

3.8. Neurodegenerative Pathologies

3.8.1. Visual Development in Neurodegenerative Disorders

3.9. Congenital Visual Problems

3.9.1. Classification and Symptomatology
3.9.2. Detection and Intervention

3.10. Acquired Visual Problems

3.10.1. Classification and Symptomatology
3.10.2. Detection and Intervention

Module 4. Visual Dysfunctions

4.1. Extraocular Muscles

4.1.1. Straight Muscles
4.1.2. Oblique Muscles

4.2. Eye Movements I

4.2.1. Ductions
4.2.2. Versions

4.3. Eye Movements II

4.3.1. Convergent
4.3.2. Divergence

4.4. Associated with Parallelism

4.4.1. Non-paralytic Strabismus
4.4.2. Refractive Strabismus

4.5. Intraocular Muscles

4.5.1. Ciliary Muscles
4.5.2. Lens Muscles

4.6. Muscles Associated to Vision Loss in One Eye

4.6.1. Monocular Amblyopia
4.6.2. Bilateral Amblyopia

4.7. Associated to Accommodation

4.7.1. Insufficient/Excessive Accommodation
4.7.2. Accommodation Inflexibility

4.8. Associated to Vergences

4.8.1. Insufficient/Excessive Convergence or Divergence
4.8.2. Convergence/Divergence Inflexibility

4.9. Associated to Oculomotor Dysfunctions

4.9.1. Fixation
4.9.2. Monitoring
4.9.3. Saccadic

4.10. Associated to Refractive Defects

4.10.1. Myopia
4.10.2. Hyperopia

Module 5. Ocular Pathology

5.1. Associated with Parallelism

5.1.1. Paralytic Strabismus

5.2. Associated to Eye Movement

5.2.1. Congenital Nistagmus
5.2.2. Nistagmus in Childhood

5.3. Associated to Macula

5.3.1. Myopic Macular Hole
5.3.2. Muscular Degeneration Related to Aging

5.4. Associated to Cornea and Conjunctiva

5.4.1. Conjunctivitis
5.4.2. Corneal Dystrophies

5.5. Associated to Glaucoma

5.5.1. Neovascular Glaucoma
5.5.2. Congenital Glaucoma

5.6. Associated to Color

5.6.1. Colorblindness
5.6.2. Achromatopsia

Module 6. The Visual System and Reading

6.1. Reading Foundations

6.1.1. The Reading Process
6.1.2. Development Associated to Reading

6.2. Processes Involved in Reading

6.2.1. Perceptive Processes
6.2.2. Lexical Processes
6.2.3. Syntactic Processes
6.2.4. Semantic Processes

6.3. Prerequisites for Learning to Read

6.3.1. Perceptive/Motor Skills
6.3.2. Language Skills
6.3.3. Cognitive Skills
6.3.4. Motivational Skills

6.4. The Visual System in Reading I. Accommodation

6.4.1. Ciliary Muscles
6.4.2. Visual Sharpness: Accommodating

6.5. The Visual System in Reading II. Ocular Motricity

6.5.1. Extraocular Muscles
6.5.2. Eye Movements Versions
6.5.3. Saccadic Movements
6.5.4. Regression Movements

6.6. The Visual System in Reading III. Binocularity

6.6.1. Extraocular Muscles
6.6.2. Vergences

6.7. Neuropsychological Function in Reading l: Detection and Assessment
6.8. Neuropsychological Function in Reading lI: Intervention

Module 7. The Visual System and Writing

7.1. Reading Foundations

7.1.1. The Writing Process Classification and Symptomatology
7.1.2. Development Associated to Writing

7.2. Planning Process

7.2.1. Assessment
7.2.2. Intervention

7.3. Syntactic Processes

7.3.1. Assessment
7.3.2. Intervention

7.4. Lexical Processes

7.4.1. Assessment
7.4.2. Intervention

7.5. Motor Processes

7.5.1. Assessment
7.5.2. Intervention

7.6. Visual Skills Required for Writing I: Vision

7.6.1. Oculomotricity, Accommodation, Binocularity
7.6.2. Hand-Eye Coordination

7.7. Visual Skills Required for Writing lI: Perception

7.7.1. Laterality - Visuospatial Organization
7.7.2. Discrimination, Visual and Auditory Memory

7.8. Primitive Reflexes and Writing

7.8.1. Palmar Reflex
7.8.2. Asymmetric Tonic Reflex

7.9. Neuropsychological Function in Writing l: Detection and Assessment
7.10. Neuropsychological Function in Writing lI: Intervention

Module 8. The Visual System and Learning

8.1. Visual Development and Learning

8.1.1. Evolutionary Development of Vision
8.1.2. Visual Problem Indicators in Learning

8.2. Vision and Academic Failure

8.2.1. Symptomatology of Visual Problems at School
8.2.2. Detection of Visual Problems at School

8.3. Attention Processes and Perceptual Learning

8.3.1. Attention Models
8.3.2. Types of Attention

8.4. Perceptual Processes in Learning I

8.4.1. Visual Discrimination
8.4.2. Constancy of Form

8.5. Perceptual Processes in Learning II

8.5.1. Visual Closure
8.5.2. Background Figure

8.6. Perceptual Processes in Learning III

8.6.1. Laterality
8.6.2. Visuospatial Organization

8.7. Perceptual Processes in Learning IV: Memory

8.7.1. Visual Memory
8.7.2. Auditory Memory
8.7.3. Multisensorial Memory

8.8. Attention and Visual Perception Problems

8.8.1. Attention Deficit Disorder with or without Hyperactivity
8.8.2. Reading Problems: Delayed Reading Acquisition
8.8.3. Writing Problems

8.9. Problems Associated with Visual Information Processing

8.9.1. Discrimination Difficulties
8.9.2. Closure and Inversion Difficulties

8.10. Problems Associated with Visual Memory

8.10.1. Short-Term Memory Difficulties vs.  Long-Term Visual
8.10.2. Difficulties with Other Memory Like Semantic Memory

8.11. Other Vision-Related Learning Problems

8.11.1. Mental Disability and Intellectual Disability
8.11.2. Other Development Disorders

8.12. Educational Intervention in Visual Impairment

8.12.1. Curricular Adaptations to Visual Impairment
8.12.2. Media Adaptations to Visual Impairment

Module 9. Visual Disability and Educational Intervention

9.1. Defining Visual Disability
9.2. Visual Impairment and Blindness in Child Development
9.3. Intervention in Early Years of Life: Early Care
9.4. Educational Inclusion The Specific Educational Support Needs of Students with Visual Impairment 
9.5. Educational Inclusion: Curricular Adaptations for Students with Visual Impairment
9.6. Visual Stimulation and Rehabilitation
9.7. Braille Reading and Writing System
9.8. Tiflotechnology and Assistive Technology for Educational Use
9.9. Deaf-Blindness Intervention

Module 10. Ergonomics and Lighting

10.1. Ergonomics: General Concepts

10.1.1. Introduction to Ergonomics
10.1.2. Basic Principles of Ergonomics

10.2. Lighting and Ergonomics
10.3. Ergonomics in Working with Data Visualization Displays
10.4. Lighting Design in the Classroom

10.4.1. Lighting Requirements
10.4.2. Furniture Requirements

10.5. Ergonomics and Optometry

A unique, key, and decisive academic experience to boost your professional development”