– xxxx Theoretical Hours xxxx
Psychopedagogy: Concept of acting areas. Learning and Brain. Diagnostic Psychopedagogic specificity. The approach of the neurosciences in the Psychopedagogic actions. Psychopedagogical Diagnostic Instruments for application in childhood, adolescence, and adults, according to the Neuroscience assumptions. Psychopedagogical Intervention: development of brain skills. Treatment protocols in Developmental and Learning Disorders according to DSM V. Syndromes and Repercussion on Learning. Differential diagnosis. Psychopharmacology and learning. Learning and cerebral plasticity.
The course addresses the cognitive, emotional, neurobiological, and pedagogical conditions essential to academic learning and the respective cerebral repercussions. It presents and discusses the feasibility of new methodologies for diagnosis and Intervention in obstacles to the teaching-learning process. It also includes preparing reports, assessment scales, interview forms, tests for psycho-pedagogical diagnosis, model of messages, and guidelines: to the family, school, and other professionals. It addresses aspects of public policies in the inclusion of students who need special care, discussing: Management of the epistemological bases of psycho-pedagogical knowledge, basic notions and conceptual foundations; Domain of knowledge areas that configure the specificity of Psychopedagogy and its applications in the field of learning; Reciprocal relationship between education and intelligence quotient. Tactile defensiveness related to vestibular dysfunction and dyspraxia; Intelligence as an adaptation phenomenon. Implications for the evolutionary process of the mind and brain; Specificity of the Psychopedagogical diagnosis and the fundamental concepts. Demand. Complaint. Frame it. Contract. Diagnostic hypothesis. Clinical reasoning. DSM V and Neurodevelopmental Disorders; DSM V and diagnostic criteria for Specific School Learning Disorders. Differential diagnosis (TA, ADHD, TEA, TOD, TL, TM); Comorbidities; Diagnostic tools: application, correction, and creation; Feedback: family, school, other professionals. Reports. Report. Forwarding; Fundamental concepts to be considered in the treatment. Management. Definition of the cerebral aspects involved in the different pictures. Attentional processes; Ways of classifying memory. Brain mechanisms of memory. Types of memory. Memory stages. Memory changes. Perception. Gnosis. Agnosia. Motor function. Motor disorders. Praxia. Apraxias; Types of language. Brain mechanisms of language. He speaks. Prosody. Fluency. Reading. Executive positions; Brain areas. Relationship with academic learning. Establishment of intervention strategies; Development of intervention protocols; Application of intervention protocols; Discharge, disconnection, and closing of the service; Production of new knowledge and preparation of scientific articles; and much more.
– xxxx Theoretical Hours
It is the body responsible for the didactic coordination of the course, being constituted by professors who teach disciplines of different subjects of the curricular matrix of the course, by the Course Coordinator, who presides over it, and by 1 representative of the student body of the course.
At the Ineppsin institute, the course coordinator is expected to work full time and make it possible to meet the demand, considering the course management, the relationship with teachers, students, tutors, and multidisciplinary team and the representation in the higher collegiate, the elaboration of a documented and shared action plan, which provides coordination performance indicators to be made publicly available, and the planning of the administration of the faculty of your course, favoring integration and continuous improvement.