To strengthen the competencies and skills of professionals in education and psychology to identify, evaluate, attend and enhance the learning of students with high intellectual abilities, through detection instruments, innovative and personalized pedagogical strategies.
Professionals in Education, Staff of Student Counseling Departments, Professionals in Psychology or other professionals interested in the diploma. Minimum requirements: Basic concepts of general psychology, inclusive education. Requirements for approval: To comply with an average of 70 points in the asynchronous activities. Maintain a respectful participation, with originality in the work and compliance with the rules of academic ethics.
Stage 1: Inclusive Education and High Intellectual Abilities
1.1. Concepts and principles of inclusive education.
1.2. International and national regulations and policies on educational inclusion.
1.3. Diversity in the classroom: challenges and opportunities.
1.4. Regulatory framework and educational policies for the care of students with ICA.
1.5. Myths and Social Stigmas of High Abilities. 1.6. Inclusive barriers of ICA.
Stage 2: High Intellectual Abilities in the Educational Context
2.1. Definition and characteristics of high abilities
2.2. Classification of High Abilities.
2.3. Theoretical models on high capacities.
2.4. Asynchronies in high abilities, types and strategies
2.5. Role of the teacher in the attention to the High Abilities.
Stage 3: Profile of High Abilities.
3.1 Identification of high abilities and generalities
3.2 Assessment of the profile of high abilities
3.2.1 Identification Tools and Tests
3.2.1.1. Interviews and observations
3.2.1.2. Psychometric tests
3.2..2. Instrument analysis and reporting
3.2.2.1.Personalized recommendations and guidance
3.2.2.2.2. Communication of findings to families and teachers
Stage 4: Educational Intervention Programs.
4.1 Neuroeducation and High Abilities
4.2 Brain plasticity and its relation to learning.
4.3 Cognitive processes and learning in High Abilities.
4.4 Limbic system in emotional management and learning.
4.5 Universal Design for Learning.
4.6 Programs of attention to ICA.
4.6.1 Educational Acceleration and Clustering
4.6.2 Curriculum enrichment
4.6.3 Extracurricular cognitive enrichment programs.
4.6.4 Creative enrichment programs.
4.6.5 Leisure, Arts and Physical Therapy Programs
4.7. Mentoring and tutoring techniques to strengthen self-esteem in Students with ACI.
Stage 5: Active methodologies for the accompaniment of students with high abilities
5.1. Active methodologies.
5.2. Didactic strategies for logical thinking.
5.3. Didactic strategies for critical thinking.
5.4. Creative thinking techniques.
5.5. Team techniques
5.6. Psychosocioemotional strategies to enhance emotional well-being.
Stage 6: Emerging technologies to strengthen high potential
6.1. Educational robotics.
6.2. Augmented reality applications.
Artificial intelligence applications.
6.4. Digital tools
María Luisa Merchán Gavilánez
Master in Intelligence Development and Education, Specialist in Intellectual Diagnosis, Diploma in Thought Development, Specialist in High Intellectual Abilities, Doctor in Educational Management, Bachelor in Educational Administration and Supervision, Primary Education Teacher, Doctoral candidate at the University of Salamanca Spain- In the research line of Inclusive Education, Work experience in higher education institutions and all educational levels, Provincial Supervisor of Education, Facilitator of teacher training courses, Active member of the association of teachers of Educational Excellence.
Lorena Yadira Vera Miranda
Educational Psychologist and Vocational Counselor, Master in Systemic Family and Couple Therapy, Docotrando in Education. Higher Education Teacher. Accredited as a researcher by SENESCYT, she has directed and participated in competitive research projects such as «High intellectual abilities: intervention strategies in intercultural educational contexts» and «The personalization of learning with the use of digital platforms», both valid between 2024 and 2026, in addition to «Audiovisual narratives to promote the inclusion of people with functional diversity» (2021-2024) and «Incidence of parental competencies in the process of educational inclusion of children with special educational needs» (2018-2021).
