Master in Spezifischer Unterstützung Pädagogischer Bedürfnisse

The full conception of the ideal of current education implies the need to attend to and educate in diversity, contributing equitably to the development of all students, including those with some type of disability and 30% of students with a learning problem. . For this reason, the main requirement of this master's degree is to offer education professionals sufficient and specialized training to ensure an inclusive school that develops equity and, with it, greater social cohesion at a time when Education specialties are disappearing. Special and Hearing and Language Master's degrees.

This is, therefore, a professionalizing Master's Degree that will mean a path of specialization for different graduates (teachers, pedagogues, psychologists, educational psychologists, etc.) who intend to dedicate themselves to the broad field of Attention to Educational Needs, allowing them to broaden and deepen their knowledge, strategies , procedures and attitudes for Special Education. It will try to respond both to the demand for initial training of new graduates in Primary or Early Childhood Education, as well as to the ongoing training needs of current teaching and school guidance professionals in practice.

The contents of the training are within the framework of specialization of the European titles (Didactics, School Organization, Theory of special education) while not forgetting basic aspects (Developmental psychology, Conditions and quality of life, Neurology, Psychopathology) …and are completed with a specialization on specific disorders (intellectual, hearing, visual deficiency, learning difficulties, behavior problems, etc.). At the same time, it includes new ways of explaining cognitive weakness, of evaluating it, and of making intervention decisions using the model that underlies the PASS Theory of intelligence; its measurement through the DN: CAS (Cognitive Assessment System) by Naglieri and Das (1997), which operationalizes the measurement of PASS cognitive processes and their neurological correlates based on Luria's work on the functional organization of the brain. This model is being developed in a large number of universities in various countries and supports lines of research with important empirical support such as the Australian University of Newcastle (PASS processes and academic achievement), the University of Utrecht (Usefulness of the PASS in children with ADD/ H) or the Spanish ones: University of Zaragoza (reading processes) or at the University of Girona (emotions and PASS processes, sequential dyslexia).