Psychologists specializing in learning difficulties can help children with educational problems to improve their abilities”

Learning difficulties are a global problem that has become one of the great battles for psychologists, who have to apply complementary and innovative therapies to improve student performance. 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.

The professors on the program are teachers specialized in Therapeutic Pedagogy and Learning Difficulties, who face the realities of students with functional diversity every day. They are knowledgeable not only of the theory, but also have experience in providing appropriate responses to the demands of students both individually and in the processes of inclusion in the real world.

This is a unique Advanced master’s degree that combines the management of common diagnostic classifications within multiprofessional teams and their involvement in daily practice. This combination allows students to address the real demands within the within the field of work they practice.

Diversity is understood as the differences that students present in school learning, differences in terms of aptitudes, interests, motivations, abilities, maturity 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 must be based on a biopsychosocial model that contemplates attention to diversity from a comprehensive approach aimed at the entire educational community. Psychologists, in the different educational stages, need to know the characteristics of these students, how to identify their needs and have the knowledge and tools to intervene at a personal, socio-familial and, above all, educational level.

This training program includes comprehensive knowledge on learning difficulties, incorporating new advances in educational psychology, clinical and pedagogic, as well as aspects regarding new technologies that can help to work with this population of students.

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

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 telepractice  
• Continuous updating and retraining systems   
• Self-regulated learning: full compatibility with other occupations 
• Practical exercises for self-evaluation and learning verification 
• Support groups and educational synergies: questions to the expert, debate and knowledge forums 
• Communication with the teacher and individual reflection work  
• Content that is accessible from any fixed or portable device with an Internet connection   
• Supplementary documentation databases are permanently available, even after the completing the program

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

Our teaching staff is made up of working professionals. In this way, TECH ensures to offer you the updating objective it intends. A multidisciplinary team of professors with training and experience in different environments, who will develop the theoretical knowledge in an efficient way, but, above all, will bring their practical knowledge derived from their own experience to the course: one of the differential qualities of this Advanced master’s degree.

This command of the subject is complemented by the effectiveness of the methodological design of this Grand Master. Developed by a multidisciplinary team of e-learning experts, it integrates the latest advances in educational technology. That way, students will be able to study with a range of comfortable and versatile multimedia tools that will give them the operability they need in their 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, TECH will use telepractice. With the help of an innovative, interactive video system and learning from an expert, students will be able to acquire the knowledge as if you were dealing with the case in real time. A concept that will allow students to integrate and focus their learning in a more realistic and permanent way.

Take the opportunity to learn about the latest advances in Therapeutic Pedagogy and Learning Difficulties and improve your teaching skills by mastering the latest techniques: The surest way to position yourself among the best"

Increase your decision-making confidence by updating your knowledge through this Advanced master’s degree program created to train the best"

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

Through a very well compartmentalized program, you will be able to access the most advanced knowledge of the moment in Therapeutic Pedagogy and Learning Difficulties”

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

1.1. Special Education Prehistory

1.1.1. Justifying the Term Prehistory
1.1.2. Stages in Special Education Prehistory
1.1.3. Education in Ancient 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. Shift from Mythology and Religion to Scientific Knowledge

1.2. Middle Ages

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

1.3. Modern Age: from the 16th to the 18th Centuries

1.3.1. Definition of Historical Period
1.3.2. Contributions Made by Ponce de León, Juan Pablo Bonet and Lorenzo Hervas to Teaching the Hearing Impaired
1.3.3. Sign Language Communication
1.3.4. Luis Vives’ Contributions
1.3.5. Jacobo Rodríguez Pereira’s Contributions
1.3.6. Juan Enrique Pestalozzi’s Contributions
1.3.7. Treating Mental Deficiency: Contributions Made by Pinel, Itard, and Others

1.4. The 19th Century

1.4.1. Definition of Historical Period
1.4.2. First Special Education Classrooms
1.4.3. First Parent-Student Associations in Special Education
1.4.4. The Start of Studying Intelligence: Measuring IQ
1.4.5. Louis Braille’s Contributions to Teaching the Visually Impaired
1.4.6. Writing in Braille
1.4.7. Reading in Braille
1.4.8. Anne Sullivan’s Contributions to Teaching the Deaf and Blind
1.4.9. Alexander Graham Bell’s Contributions to Acoustics

1.5. 20th century

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

1.6. The Contributions from the World Wars

1.6.1. World Wars: Historical Periods
1.6.2. Schools in Times of Crisis
1.6.3. Operation T 4
1.6.4. Schools under Nazism
1.6.5. Schools in Ghettos and Concentration Camps: Work and Extermination
1.6.6. The Start of Schools in the Kibbutz
1.6.7. Concepts in Education vs. Rehabilitation
1.6.8. Developing Tools and Materials to Improve Everyday Life
1.6.9. Using the White Cane
1.6.10. Using Technology to Improve the Life of Injured Soldiers

1.7. 21st Century Perspectives

1.7.1. 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 Responsibilities of Functionally Diverse Individuals
1.7.6. Knowledge on How the Nervous System Functions
1.7.7. New Contributions in Neurology
1.7.8. Using ICT in Schools
1.7.9. Home Automation in Schools
1.7.10. Multiprofessional Coordination

1.8. UNESCO Approaches

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

1.9. Classification According to Diagnosis

1.9.1. Responsible Bodies in the Preparation of Classifications
1.9.2. Definition of CIE-10
1.9.3. Definition of DSM V
1.9.4. The Need to Use Both Classifications
1.9.5. Implications for Teachers Specialized in Therapeutic Pedagogy
1.9.6. Coordination with Other School Professionals According to these Classifications
1.9.7. Using Language and Vocabulary Adjusted to These Classifications
1.9.8. School Documents That Reference These Classifications
1.9.9. Drafting Student Follow-up Reports
1.9.10. Drafting Multiprofessional Coordination Reports

1.10. Basic Concepts in Psychopedagogy

1.10.1. The Need for Psychopedagogy Intervention in Schools
1.10.2. Psychology Concepts in Schools
1.10.3. Pedagogy and Education Sciences Concepts in Schools
1.10.4. Relation between Psychology and Pedagogy Concepts in Schools
1.10.5. School Documents Based on Psychology and Pedagogy
1.10.6. Establishing Parallels between School Stages, Psycho-evolutionary Development Stages and Special Needs Education
1.10.7. Elaborating Therapeutic Pedagogy Teacher Information to Facilitate the Intervention of Other Professionals in Schools
1.10.8. Professional Relationships and Organizational Chart in Schools Based on Psychology and Pedagogy
1.10.9. Drafting Multiprofessional Coordination Reports
1.10.10. Other Documents

Module 2. Neurodevelopmental Disorders: Intellectual Disabilities

2.1. Intellectual Disability and the Cognitive System

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 System
2.1.6. Cognitive System Disorders
2.1.7. Definition of the Cognitive System
2.1.8. Parts in the Cognitive System
2.1.9. Functions of the Cognitive System
2.1.10. Importance of the Cognitive System

2.2. Variables in Development

2.2.1. 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: Education
2.2.8. Intellectual Disability Dimensions
2.2.9. Adaptive Skills According to the Intellectual Disability Criteria

2.3. Differential Aspects in Intellectual Disability

2.3.1. Introduction to 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. Specifying Special Educational Needs in Students with Intellectual Disabilities

2.4. Multiprofessional Coordination

2.4.1. Definition of Multiprofessional Coordination
2.4.2. The Need for Multiprofessional Coordination
2.4.3. Family as the Core of Multiprofessional Coordination
2.4.4. Diagnosing Disorders
2.4.5. Education Center Professionals: Coordination
2.4.6. Education Center External Professionals: Coordination
2.4.7. Coordination between Internal and External Professionals
2.4.8. The Therapeutic Pedagogy Specialist as Liaison between Professionals
2.4.9. Students and Families

2.5. Identifying Special Educational Needs in Students with Intellectual Disabilities: Psycho-Pedagogic Assessment

2.5.1. Disorder Diagnosis Documentation
2.5.2. Disorder Revisions and Follow-up
2.5.3. Physiotherapist Documentation
2.5.4. Disorder Revisions and Follow-up by Physiotherapists
2.5.5. Orthotist Documentation
2.5.6. Disorder Revisions and Follow-up by Orthotists
2.5.7. School Documentation
2.5.8. Psychopedagogic Evaluation to Determine Student Needs in the Classroom
2.5.9. Elaborating Individual Curricular Adaptation Documents
2.5.10. Individual Curricular Adaptation Document Follow-up

2.6. Curricular Adaptations for Students with Intellectual Disability

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 in Intervention
2.6.6. Socio-Affective Aspects in Intervention
2.6.7. Psychomotor Aspects in Intervention
2.6.8. Basic Aspects in Intervention

2.7. Organizing Educational Responses to Students with Intellectual Disabilities
2.8. Family Participation in Cases of Intellectually Disabled Individuals
2.9. Social Inclusion of Intellectually Disabled Individuals
2.10. Support and Resources for Intellectually Disabled Individuals

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

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. Diagnosing ADHD
3.1.6. When Is the Right Time for Correct Diagnosis? 
3.1.7. Diagnostic Criteria for ADHD
3.1.8. Differences between ADD and ADHD
3.1.9. Causes

3.2. ADHD Positive Diagnosis

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. Using 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 Current Society: What These Disorder Are and What They Are Not

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. Do These Disorders Really Exist? 
3.3.5. What ADD and ADHD Are Not
3.3.6. Are They Inherited? 
3.3.7. Can They Be Cured?
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. Incidences in Developmental Stages

3.5.1. Executive Control
3.5.2. How Does It Manifest in Academic Performance?
3.5.3. How Does It Manifest in Behavior?
3.5.4. What Type of ADHD Children May 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 Teenagers
3.5.8. ADD and ADHD in Adults

3.6. Educational Intervention According to Developmental Stage

3.6.1. Educational Intervention in Early Childhood (3 to 6 Years of Age)
3.6.2. Educational Intervention in Childhood (6 to 12 Years of Age)
3.6.3. Educational Intervention in Adolescence (12 to 20 Years of Age)
3.6.4. Educational Intervention in Adulthood (20 to 40 Years of Age)
3.6.5. Working on Student Self-esteem
3.6.6. How to Manage Distractions 
3.6.7. Reinforcing Positive Behaviors and Their Importance for Students
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 Psychopedagogic Treatment?
3.7.3. Psychopedagogic Intervention
3.7.4. Psychological Intervention
3.7.5. Pharmacological Intervention
3.7.6. Multimodal Intervention
3.7.7. Neuropsychological Intervention
3.7.8. Alternative Treatment Intervention

3.8. ADD and ADHD in the Family

3.8.1. Main Family Fears
3.8.2. Teacher-Parent Communication
3.8.3. Family Emotional Intelligence
3.8.4. First Teacher-Parent Meeting
3.8.5. Decalogue of Family Actions
3.8.6. Living Together
3.8.7. Family Schools
3.8.8. Intervention within the Family Nucleus: Functional Education Models
3.8.9. Inductive Support Model or Inductive Discipline

3.9. Study Techniques: Adapted Tools and Supplies

3.9.1. Classroom Adaptations and Strategies
3.9.2. Strategies to Improve Reading Skills
3.9.3. Strategies to Improve Writing Skills
3.9.4. Strategies to Improve Calculation Skills
3.9.5. Strategies to Improve Organization Skills
3.9.6. Strategies to Improve Reflection Skills
3.9.7. Strategies to Improve Motivation and Emotional State
3.9.8. Strategies to Improve Behavior
3.9.9. Other Supplies

3.10. Types of Classroom Assessments

3.10.1. Assessment and Exam Recommendations
3.10.2. General Measures in Assessing ADD and ADHD Students
3.10.3. Supervision Measures in Assessment
3.10.4. Assessment Procedures
3.10.5. Learning Assessment
3.10.6. Assessment Guidelines
3.10.7. Assessment Alternatives
3.10.8. Teach Students How to Prepare for Exams

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

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

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. Functions 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 / Musculoskeletal System and Connective System Diseases

4.2.1. Relationship between DSM V and ICD-10 Classifications between Motor Disorders and Skeletal System and Connective System Disorders
4.2.2. DSM V Classification
4.2.3. Disorders Not Included in the DSM V
4.2.4. ICD-10 Classification
4.2.5. Disorders Not Included in the ICD-10
4.2.6. The Need for Consensus between Both Classifications
4.2.7. DSM V and ICD-10 Disorders in Common
4.2.8. Differences between DSM V and ICD-10 Classifications
4.2.9. Differential Contributions of DSM V and ICD-10 Classifications for Therapeutic Pedagogy Teacher Specialists
4.2.10. Common Contributions of DSM V and ICD-10 Classifications for Therapeutic Pedagogy Teacher Specialists

4.3. Incidences in Developmental Stages

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

4.4. Multiprofessional Coordination

4.4.1. Definition of Multiprofessional Coordination
4.4.2. The Need for Multiprofessional Coordination
4.4.3. Family as the Core of Multiprofessional Coordination
4.4.5. Diagnosing Disorders
4.4.6. Education Center Professionals: Coordination
4.4.7. Physiotherapist Intervention in and out of School
4.4.8. Orthoprosthetist Intervention in and out of School
4.4.9. Education Center External Professionals: Coordination
4.4.10. Coordination between Internal and External Professionals
4.4.11. The Therapeutic Pedagogy Specialist as Liaison between Professionals

4.5.  Documentation and Organization According to Student Needs

4.5.1. Disorder Diagnosis Documentation
4.5.2. Disorder Revisions and Follow-up
4.5.3. Physiotherapist Documentation
4.5.4. Disorder Revisions and Follow-up by Physiotherapists
4.5.5. Orthotist Documentation
4.5.6. Disorder Revisions and Follow-up by Orthotists
4.5.7. School Documentation
4.5.8. Psychopedagogic Evaluation to Determine Student Needs in the Classroom
4.5.9. Elaborating Individual Curricular Adaptation Documents
4.5.10. Individual Curricular Adaptation Document Follow-up

4.6. Educational Intervention According to Developmental Stage

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 Torso Support
4.6.5. Educational Intervention to Promote Support to Stand Upright
4.6.6. Educational Intervention to Promote Proximal-Distal Law
4.6.7. Educational Intervention to Promote Cephalic-Caudal Law 
4.6.8. Educational Intervention to Promote Gait
4.6.9. Educational Intervention to Improve Hypotonia
4.6.10. Educational Intervention to Improve Hypotonia

4.7. Adapted Individual Tools and Supplies

4.7.1. Concept of School Activities
4.7.2. The Need for Preliminary Activities for Special Educational Needs Students
4.7.3. The Need for Final Activities for Special Educational Needs Students
4.7.4. Classroom Adaptation
4.7.5. School Adaptation
4.7.6. Tabletop Supplies
4.7.7. School Ambulation Supplies
4.7.8. School Recess Supplies
4.7.9. Food and Cleaning Supplies at School
4.7.10. Other Supplies

4.8. Adapted Collective Tools and Supplies

4.8.1. Concept of Collective Tools and Supplies: The Need to Include Students
4.8.2. Tools and Supplies Classification According to the Setting
4.8.3. Tools and Supplies Classification According to Use
4.8.4. Classroom Supplies
4.8.5. School Supplies
4.8.6. Recess Area Supplies
4.8.7. Cafeteria and Bathroom Supplies
4.8.8. Information and Signs for Common Use
4.8.9. Adapting Common Spaces: Ramps and Elevators
4.8.10. Other Tools and Supplies

4.9. School-Based Socio-Community Intervention

4.9.1. Concept of Socio-Community Intervention
4.9.2. Justification of Socio-Community Intervention in Special Educational Needs Students
4.9.3. Coordinated Intervention by All Education Professionals at School
4.9.4. Coordinated intervention by Non-Teaching School Personnel
4.9.5. Coordinated Intervention with Class families
4.9.6. Intervention with External Resources: Extracurricular Outings
4.9.7. Intervention with External Cultural Resources: Zoos or Museums, and Others
4.9.8. Coordinated Intervention with Other Resources in the Immediate Surroundings: Library or Municipal Sports Center, and Others
4.9.9. Applying for Socio-Community Resources: Scholarships and Other Aid
4.9.10. Other Socio-Community Interventions

4.10. Evaluation and Prognosis

4.10.1. First Diagnosis: Family Reaction
4.10.2. Family Support in Accepting the Diagnosis
4.10.3. Information and Family Meetings
4.10.4. Information and Special Needs Student Meetings
4.10.5. School Intervention in the Evaluation: The Role of Teachers Specialized in Therapeutic Pedagogy
4.10.6. Multiprofessional Intervention in the Evaluation
4.10.7. Joint Measures to Achieve the Best Prognosis
4.10.8. Programming a Multiprofessional Intervention Schedule
4.10.9. Intervention Review and Follow-up: Evaluation
4.10.10. Improvement Proposals for Multiprofessional Intervention

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

5.1. Definition, Clinical Presentation and Classification

5.1.1. Etiology
5.1.2. Genetic Factors
5.1.3. Neurochemical Alterations
5.1.4. Immune Function Alterations
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 DSM V and ICD-10 Classifications

5.2. Students with Autism Spectrum Disorder (ASD): Types of Alterations

5.2.1. Definition According to the DSM V
5.2.2. Symptoms According to the DSM V
5.2.3. Definition According to ICD-10
5.2.4. Symptoms According to ICD-10
5.2.5. Educational Intervention According to Developmental Stage
5.2.6. Educational Intervention in Early Childhood (3 to 6 Years of Age)
5.2.7. Educational Intervention in Childhood (6 to 12 Years of Age)
5.2.8. Educational Intervention in Adolescence (12 to 20 Years of Age)
5.2.9. Educational Intervention in Adulthood (20 to 40 Years of Age)
5.2.10. Curricular Adaptations

5.3. Identifying Special Educational Needs in ASD Students
5.4. ASD Student Intervention
5.5. Organizing Resources for ASD Students
5.6. Specific Intervention Models
5.7. Adapting the Curriculum for ASD Students
5.8. Educational Response for ASD Students in Childhood Education
5.9. Educational Response for ASD Students in Secondary and Primary Education
5.10. Educating Adults on ASD: Counseling for Families with ASD Students

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 System
6.1.6. Parts of the Cognitive System
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. Potential Conditions
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. Potential Conditions
6.3.4. Depressive Disorder
6.3.5. Bipolar Disorder
6.3.6. Manic Disorder
6.3.7. Other 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 Behavior Disorders

6.6.1. Definition of Destructive Impulse Control and Behavior Disorders
6.6.2. Types of 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 Personalities Disorder
6.7.2. Group A Personality Disorders
6.7.3. Group B Personality Disorders
6.7.4. Group C Personality Disorders
6.7.5. Other Personality Disorders
6.7.6. Foundation
6.7.7. Comorbidity
6.7.8. Treatment

6.8. Including Students with Mental Disorders at School and Their Specific Needs
6.9. 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. Definition of the Eye 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. Neurophthalmology

7.2. Classification of Eye Diseases

7.2.1. Congenital Diseases
7.2.2. Syndromes with Ocular Involvement
7.2.3. Colorblindness
7.2.4. Infectious Agents
7.2.5. Diseases Associated with Refraction Defects
7.2.6. Diseases Concerning 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 for Development and Learning

7.3.1. Human Development Pyramid
7.3.2. Developmental Phases
7.3.3. Developmental Levels
7.3.4. Sensory Level Location in the Developmental Pyramid and Its Significance
7.3.5. General Outline of Neurodevelopment
7.3.6. Sensory and Perception Neurodevelopment in Childhood
7.3.7. Early Sensation Development
7.3.8. Color Perception Development
7.3.9. Perceptual Organization Development
7.3.10. Motion Perception

7.4. Incidents in Developmental Stages

7.4.1. Risk Factors in Developmental 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. Implication for 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. Incidents in the Development of Reading Skills in the Learning Process
7.4.9. Incidents in the Development of Writing Skills in the Learning Process
7.4.10. Other Incidents

7.5. Multiprofessional Coordination

7.5.1. Therapeutic Pedagogy Teacher Specialist
7.5.2. Hearing and Speech Teacher Specialist
7.5.3. Special Education Monitors during Schooling
7.5.4. Educators
7.5.5. Curricular Support Teachers
7.5.6. Deafness and 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. Professional Eye Disease Doctors

7.6. Documentation and Organization According to Student Needs

7.6.1. Psychopedagogic Evaluation
7.6.2. Neuropsychopedagogic Reports
7.6.3. Ophthalmological Reports
7.6.4. Medical Documentation Specific to the Disease
7.6.5. Disorder Monitoring
7.6.6. School Documentation
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 Education Center Level
7.7.2. Adaptations at the Classroom Level
7.7.3. Adaptations at the Personal Level
7.7.4. Computer Supplies
7.7.5. Educational Intervention in Early Childhood
7.7.6. Educational Intervention in Second Childhood
7.7.7. Educational Intervention in Maturity
7.7.8. Intervention to Promote Visual Capacity
7.7.9. Educational Intervention to Promote the Reading-Writing Process
7.7.10. Intervention with Families

7.8. Adapted Tools and Supplies

7.8.1. Tools to Work with Visually Impaired Students
7.8.2. Tools to Work with Visually Disabled Students
7.8.3. Adapted Individual Supplies
7.8.4. Adapted Collective Supplies
7.8.5. Visual Skills Programs
7.8.6. Adapting Curricular Elements
7.8.7. Adapting Shared Spaces
7.8.8. Tiflotecnology
7.8.9. Visual Technical Assistance
7.8.10. Visual Stimulation Programs

7.9. School-Based Socio-Community Intervention

7.9.1. Concept of Socio-Community Intervention
7.9.2. Student Body Schooling
7.9.3. Child Socialization
7.9.4. Extracurricular Outings
7.9.5. Family Circle
7.9.6. Relation Between Family and School
7.9.7. Peer Relationships
7.9.8. Leisure and Free Time
7.9.9. Professional training
7.9.10. Social Inclusion

7.10. Disease Evaluation and Prognosis

7.10.1. Signs of Visual Problems
7.10.2. Attitudinal Observation of the Student
7.10.3. Ophthalmologic examination
7.10.4. Psychopedagogic Evaluation
7.10.5. Assessing the Degree of Adjustment for Visual Disabilities
7.10.6. Differences Associated with Visual Pathology
7.10.7. Family Coexistence Analysis
7.10.8. Functional Vision Student Evaluation Test
7.10.9. Visual Stimulation Programs and Ranges
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. Definition of the Ear 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. 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 Outter Ear
8.2.4. Diseases of the Middle Ear
8.2.5. Diseases of the Inner Ear
8.2.6. Hearing Loss Classification 
8.2.7. Psychobiological Aspects of Hearing Loss
8.2.8. Ear Trauma

8.3. Neurological Basis for Development and Learning

8.3.1. Human Development Pyramid
8.3.2. Developmental Phases
8.3.3. Developmental Levels
8.3.4. Sensory Level Location in the Developmental Pyramid and Its Significance
8.3.5. General Outline of Neurodevelopment
8.3.6. Sensory and Perception Neurodevelopment in Childhood
8.3.7. Development of Auditory Processing Related to Language
8.3.8. Social Development

8.4. Incidents in Developmental Stages

8.4.1. Risk Factors in Developmental 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 Balance Development 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 Implications
8.4.9. Implications for Reading Skills
8.4.10. Emotional Incidents

8.5. Multiprofessional Coordination

8.5.1. Therapeutic Pedagogy Teacher Specialist
8.5.2. Hearing and Speech Teacher Specialist
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. Deafness and 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. Professional Eye Disease Doctors

8.6. Documentation and Organization According to Student Needs

8.6.1. Psychopedagogic Evaluation
8.6.2. Neuropsychopedagogic Reports
8.6.3. Medical Reports
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. School Documentation
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 Education Center Level
8.7.2. Adaptations at the Classroom Level
8.7.3. Adaptations at the Personal Level
8.7.4. Logopedic Intervention According to Developmental Stages
8.7.5. Educational Intervention in Early Childhood
8.7.6. Educational Intervention in Second Childhood
8.7.7. Educational Intervention in Maturity
8.7.8. Alternative and Augmentative Communication Systems
8.7.9. Intervention to Stimulate Auditory Capacity
8.7.10. Educational Intervention to Improve Linguistic Capacity
8.7.11. Intervention with Families

8.8. Adapted Tools and Supplies

8.8.1. Tools to Work with Visually Impaired Students
8.8.2. Tools to Work with Visually Disabled Students
8.8.3. Adapted Individual Supplies
8.8.4. Adapted Collective Supplies
8.8.5. Auditory Skills Programs
8.8.6. Adapting Shared Spaces
8.8.7. Adapting Curricular Elements
8.8.8. ICT Influences
8.8.9. Auditory Technical Assistance
8.8.10. Auditory Stimulation Programs

8.9. School-Based Socio-Community Intervention

8.9.1. Concept of Socio-Community Intervention
8.9.2. Student Body Schooling
8.9.3. Student Schooling
8.9.4. Child Socialization
8.9.5. Extracurricular Outings
8.9.6. Family Circle
8.9.7. Relation Between Family and School
8.9.8. Peer Relationships
8.9.9. Leisure and Free Time
8.9.10. Professional training
8.9.11. Social Inclusion

8.10. Disease Evaluation and Prognosis

8.10.1. Signs of Hearing Problems
8.10.2. Subjective Hearing Tests
8.10.3. Objective Hearing Tests
8.10.4. Psychopedagogic Evaluation
8.10.5. ENT Physician Evaluation
8.10.6. The Audiologist’s Role
8.10.7. Speech Therapist Evaluation
8.10.8. Social Services Role
8.10.9. Family Coexistence Analysis
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. Definition of Language
9.1.4. Stages in 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. Difference between Communication and Speech
9.1.9. Language in Relation 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 Problems
9.2.10. Unspecified Communication Disorder

9.3. Neurological Basis for Development and Learning

9.3.1. Human Development Pyramid
9.3.2. Developmental Phases
9.3.3. Developmental 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 Childhood
9.3.7. Developmental Areas that Influence Language
9.3.8. Cognitive Development via Communication and Language
9.3.9. Social and Affective Development via Communication and Language

9.4. Incidents in Developmental Stages

9.4.1. Early Language and Speech Development
9.4.2. Early Childhood: Language Development
9.4.3. Development of Spoken Language
9.4.4. Vocabulary Development and Grammatical Knowledge
9.4.5. Development of Communication Knowledge
9.4.6. Illiteracy: Written Language Comprehension and Use
9.4.7. Learning Difficulties in Reading
9.4.8. Emotional and Affective Development in Students
9.4.9. Diseases Related to Language Disorders
9.4.10. Other Incidents

9.5. Multiprofessional Coordination

9.5.1. Therapeutic Pedagogy Teacher Specialist
9.5.2. Hearing and Speech Teacher Specialist
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. Deafness and 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. Professional Eye Disease Doctors

9.6. Documentation and Organization According to Student Needs

9.6.1. Psychopedagogic Tests
9.6.2. Psychopedagogic Evaluation
9.6.3. Neuropsychopedagogic Reports
9.6.4. Speech Therapy Report
9.6.5. Specific Medical Documentation for Language Disorders
9.6.6. School Documentation
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. Logopedic Intervention According to Developmental Stages
9.7.2. Adaptations at the Education Center Level
9.7.3. Adaptations at the Classroom Level
9.7.4. Adaptations at the Personal Level
9.7.5. Educational Intervention in Early Childhood
9.7.6. Educational Intervention in Second Childhood
9.7.7. Educational Intervention in Maturity
9.7.8. Intervention with Families

9.8. Adapted Tools and Supplies

9.8.1. Tools to Work with Communication Disorders Students
9.8.2. Adapted Individual Supplies
9.8.3. Adapted Collective Supplies
9.8.4. Linguistic Skills Programs
9.8.5. Programs to Promote Reading and Writing
9.8.6. Adapting Curricular Elements
9.8.7. ICT Influences
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. Student Schooling
9.9.3. Child Socialization
9.9.4. Extracurricular Outings
9.9.5. Family Circle
9.9.6. Relation Between Family and School
9.9.7. Peer Relationships
9.9.8. Leisure and Free Time
9.9.9. Professional training
9.9.10. Social Inclusion

9.10. Disorder Evaluation and Prognosis

9.10.1. Manifestations of Communication Problems
9.10.2. Speech Therapy Report
9.10.3. ENT Physician Evaluation
9.10.4. Subjective Hearing Tests
9.10.5. Psychopedagogic Evaluation
9.10.6. Speech Therapy Rehabilitation
9.10.7. Family Coexistence Analysis
9.10.8. Auditory Treatments
9.10.9. Family Coexistence Analysis
9.10.10. Treatment

Module 10. Other Diseases and Disorders

10.1. Deafblindness

10.1.1. Definition
10.1.2. Deafblindness Implications and Consequences
10.1.3. Evolution and Development of Deafblind Individuals
10.1.4. Keys to Psychopedagogic Intervention
10.1.5. Communication
10.1.6. Communication Systems
10.1.7. Keys to Psychopedagogic 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. Psychopedagogic 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. Dysorthographia
10.4.4. Dysgraphia
10.4.5. Dyscalculia
10.4.6. Evaluation in Schools
10.4.7. Psychopedagogic and Speech Therapy Evaluation
10.4.8. Adapting Supplies
10.4.9. Adapting Teaching Techniques
10.4.10. Adapting Classwork and Assessments

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

11.1. Introduction  
11.2. A Historical Look at Learning Difficulties 

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

11.3. Critical Look at Its Conceptualization 

11.3.1. Criteria Applied to Its Definition 

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

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

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

11.3.4. Learning Disorders vs. Learning Difficulties 

11.3.4.1. Learning Disorders 

11.3.4.1.1. Definition 
11.3.4.1.2. Features 

11.3.4.2. Learning Disorders and Difficulties Overlap Complicating Their Understanding 
11.3.4.3. Learning Disorders and Difficulties Differences that Determine the Context of Application and Relevance 
11.3.4.4. Special Educational Needs (SEN) and Learning Difficulties 

11.3.4.4.1. Definition of SEN 
11.3.4.4.2. Differences and Consistency between SEN and Learning Difficulties 

11.4. Classification of Learning Difficulties 

11.4.1. International Classification Systems 

11.4.1.1. DCM-5 
11.4.1.2. CIE-10 

11.4.2. DCM-5 Learning Difficulties Classification 
11.4.3. CIE-10 Learning Difficulties Classification (Awaiting CIE-11) 
11.4.4. Comparison of Classification Tools 

11.5. Main Theoretical Approaches to Learning Difficulties

11.5.1. Neurobiological or Organismic Theories 
11.5.2. Cognitive Deficit Theories 
11.5.3. Psycholinguistic Theories 
11.5.4. Psychogenetic Theories 
11.5.5. Environmental Theories 

11.6. Causes of Learning Difficulties

11.6.1. Intrinsic or Personal Factors 

11.6.1.1. Biological Factors 
11.6.1.2. Psychogenetic Factors 

11.6.2. Extrinsic or Contextual Factors 

11.6.2.1. Environmental Factors 
11.6.2.2. Institutional Factors 

11.7. Learning Difficulties Care Models 

11.7.1. Models Focused on Medical-Clinical Aspects 
11.7.2. Models Focused on Cognitive Processes 
11.7.3. Models Focused on Observable Deficits 
11.7.4. Models Focused on the Curriculum 
11.7.5. Comprehensive Action Educational Model 

11.8. Knowledge Assimilation Activities and Practical Applications  
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 How it Works
12.9. Cognitive Processes and Learning (IV): The Process of Coding Information
12.10. Cognitive Processes and Learning (V): The Information Retrieval Process: The Transfer of Learning
12.11. Cognitive Processes and Learning (VI): Grouping, Classifying and Forming Categories and Concepts
12.12. Affective, Motivational, and 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): The 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-V 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. Assessment: Assessment Variables and Techniques and Instruments
13.9. Psychological and Psycho-Pedagogical Intervention: Intervention Programs

Module 14. Communication Disorders and Learning Difficulties 

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 CIE-10
14.10. Assessment: Assessment Variables and Techniques and Instruments
14.11. Psychological and Psycho-Pedagogical Intervention: Intervention Programs 

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

15.1. Introduction  
15.2. The Connection between Thought and Language 

15.2.1. Theories That Explain Its Development 
15.2.2. Thought and Language: Interdependence 
15.2.3. The Role of Language in Learning 

15.3. The Connection between Language and Learning Difficulties 

15.3.1. Communication, Language, Speech and Tongue 
15.3.2. General Aspects of Language Development 
15.3.3. Preventing Problems with Language 

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 Language Development Delay 
15.4.3. Importance of Early Detection and Care in Schools 
15.4.4. Language Developmental Delay as a Risk Factor for Learning Difficulties 

15.5. Most Common Language Disorders in Students 

15.5.1. Concepts and Limitations 
15.5.2. Oral Language Disorders: Its Manifestations in the Following Factors: 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. Factos to Be Evaluated 
15.6.3. Evaluation Report 

15.7. Attention to Language Disorders in Educational Institutions 

15.7.1. Language Disorders 
15.7.2. Speech Disorder 

15.8. Knowldege Assimilation Activities and Practical Applications  
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 Prosocial Behavior
16.1.5. Disruptive, Impulse-Control and Conduct Disorders (IV): DSM-V Diagnostic Criteria: Oppositional Defiant Disorder Intermittent Explosive Disorder 
16.1.6. Disruptive, Impulse-Control and Conduct Disorders (VI): DSM-V Diagnostic Criteria: Behavior Disorders
16.1.7. Disruptive, Impulse-Control and Conduct 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 Conduct Disorders (IX): Evaluation: Variables to Be Evaluated, Techniques and Tools
16.1.10. Disruptive, Impulse-Control and Conduct Disorders (X): Psychological and Psychopedagogic Intervention: Intervention Programs

16.2. High-Capacity Children and Youth with Learning Difficulties 

16.2.1. Definition of High Capacities and Prevalence
16.2.2. Assessment Criteria
16.2.3. Assessment: Assessment Variables and Techniques and Instruments
16.2.4. Psychological and Psycho-Pedagogical Intervention: Intervention Programs

16.3. Other Issues 

16.3.1. At Social and Family Risk Children and Youth: Substance Abuse, Unsafe Sexual Behavior, Family Destructuring and Violence
16.3.2. Children and Youth at Risk of Social Exclusion: Poverty and Displacement Problems
16.3.3. Children and Youth in Situations of Mental Health Risk: Affective Problems
16.3.4. Assessment: Assessment Variables and Techniques and Instruments
16.3.5. Psychological and Psycho-Pedagogical Intervention: Intervention Programs

Module 17. Emerging Educational Alternatives to Manage Learning Difficulties 

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

17.2.1. Theoretical Foundation for ICT 
17.2.2. ICT Historical Development 
17.2.3. TIC Classification 

17.2.3.1. Synchronous 
17.2.3.2. Asynchronous 

17.2.4. ICT Features 
17.2.5. ICT Potential in Different Social Contexts

17.3. ICT in Education 

17.3.1. ICT Educational Contributions 

17.3.1.1. Traditional Education and ICT Incorporation 
17.3.1.2. ICT Impact on Education in the 21st Century
17.3.1.3. Teaching and Learning with ICT: Expectations, Realities and Potential             

17.3.2. ICT Contributions to Learning Difficulties 

17.3.2.1. ICT as a Teaching Resource for Learning Difficulties

17.3.2.1.1. Teaching to Read 
17.3.2.1.2. Teaching to Write 
17.3.2.1.3. Teaching Mathematics 
17.3.2.1.4. Attention to ADHD 

17.3.3. Teacher Role in ICT Use 

17.3.3.1. ICT Use in the Classroom 
17.3.3.2. Extra-Classroom Spaces 

17.4. Chess and Its Pedagogic Value 

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

17.4.5.1. Chess Contributions 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. Learning Transfer 

17.4.5.2. Chess Contributions to Executive Functions 

17.4.5.2.1. Organization 
17.4.5.2.2. Plan 
17.4.5.2.3. Execution (Flexibility, Inhibitory Control, Self-monitoring) 
17.4.5.2.4. Assessment/Revision

17.5. Chess as a Binding Element for the School-Family-Community Triad in Managing Learning Difficulties 

17.5.1. Strengths of Using Chess in Schools to Promote Family Involvement in the Educational Process 
17.5.2. Chess Potential to Promote Community Involvement in Schools 

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. Its Expansion to Other Areas 

17.7. Using the Educational Potentialities of Meditation to Manage 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. The Impact of Meditation on Students 
17.7.3. The Impact of Meditation on Teacher Behavior 
17.7.4. The Impact of Meditation on School Climate 

17.8. Activities for Knowledge Assimilation 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. Special Education Principles and ICT Use
18.1.3. Role and Value of ICT in Special Education
18.1.4. Technological Inclusion vs. Marginalization
18.1.5. Digital Accessibility
18.1.6. The Right to Access
18.1.7. ICT Resources for Students with Special Educational Needs
18.1.8. ICT Benefits to Education
18.1.9. Assistance Technologies for Diversity (ATD)
18.1.10. ICT to Assess Students with Special Educational Needs

18.2. Resources for Students with Auditory Disabilities

18.2.1. ICT Resources for Auditory Disabilities
18.2.2. Objectives
18.2.3. HETAH - Sign Language Translator
18.2.4. Mobile Application for People with Hearing Impairment (MAPHI)
18.2.5. Spreadthesign
18.2.6. Pictotranslator
18.2.7. The Seraph Snail
18.2.8. Signs Library
18.2.9. Speechviewer II Phonetic Viewer
18.2.10. Sueñaletras

18.3. Resources for Students with Visual Disabilities

18.3.1. ICT Resources for Visual Disabilities
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. Cantaletras
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 Disabilities
18.4.2. Objectives
18.4.3. Keytweak
18.4.4. Formpilot Office
18.4.5. Emuclic
18.4.6. SinClic 0.9
18.4.7. Virtual Keypads: 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 Disabilities
18.5.2. Objectives 
18.5.3. Cabezudos
18.5.4. Ableservices
18.5.6. Tecnocom Lite
18.5.7. Help, I’m Lost
18.5.8. Game of the Opposites
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. Emotions Project
18.6.4. ASD Doctor
18.6.5. Social Classroom
18.6.6. Words in Pictures
18.6.7. Applyautism
18.6.8. AraWord
18.6.9. Communicator goTalk 9+
18.6.10. Zac Browser

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