7 Early Childhood and Special Education Degree Programs in Mexico

What is special education? It is the type of education that people with different abilities and needs receive. We mention this because they can be people with a high degree of intelligence or IQ, as well as people who suffer from mental or physical disabilities. Today's world has changed and has given us the tools and criteria necessary to be able to see and value all people as the valuable beings that they are. Special Education leads us to erase the barriers and constraints that may exist for those with varying degrees of difficulty. What is the OBJECTIVE? We train highly qualified Special Education Teachers to participate actively, critically, and efficiently in the analysis, evaluation, and psycho-pedagogical intervention to promote the integration of subjects with SEN with or without disabilities, to the educational, social, and work environment.

We train professionals specialized in preschool education, who in their performance will encourage the development of capacities and abilities of children, implementing methods, techniques and teaching models appropriate to the new educational models. In the end, our graduates in Preschool Education will be able to design didactic learning situations in children, which allow them to develop and enhance their cognitive, socio-affective, and motor skills. They will be able to contribute to the intellectual, moral, and emotional formation of children. They will create programs of attention to the students and they will carry out the teaching practice with a spirit of service and a humanistic, ethical, and human quality inclination.

Generic Competences. You solve problems and make decisions using your critical and creative thinking. He learns autonomously and shows initiative to self-regulate and strengthen his personal development. Collaborate with various actors to generate innovative projects of social and educational impact. Use information and communication technologies critically. Apply your language and communication skills in various contexts. Professional Competences. It detects the learning processes of its students to favor their cognitive and socio-emotional development. Applies the plan and study programs to achieve educational purposes and contribute to the full development of the capabilities of their students. He designs planning by applying his curricular, psycho-pedagogical, disciplinary, didactic, and technological knowledge to promote inclusive learning spaces that respond to the needs of all students within the framework of the study plan and programs. He uses evaluation to intervene in the different areas and moments of the educational task to improve the learning of his students. He integrates educational research resources to enrich his professional practice, expressing his interest in knowledge, science, and the improvement of education. Act in an ethical manner in the face of the diversity of situations that arise in professional practice. Collaborates with the school community, parents, authorities, and teachers, in decision-making and in the development of alternative solutions to socio-educational problems.

GENERIC COMPETENCES. The generic competences express common performances that graduates of higher education programs must demonstrate, they have a transversal character and are developed through the personal experience and training of each subject. These are announced below: Use your critical and creative thinking for problem solving and decision making. He solves problems through his capacity for abstraction, analysis and synthesis. Use reading comprehension to expand your knowledge. Distinguish facts, interpretations, opinions and evaluations in the speech of others, to assist in decision-making. Apply your knowledge to transform your practices in a responsible way. Learn permanently, using strategies for the search, analysis and presentation of information through various sources. He learns autonomously and shows initiative to self-regulate and strengthen his personal development. PROFESSIONAL SKILLS They express performances that future teachers must demonstrate; They have a specific character and are formed by integrating the knowledge, skills, attitudes and values ​​necessary to practice the teaching profession and develop practices in real settings. These competencies will allow the graduate to attend to situations and solve problems in the school context, actively collaborate in their educational environment and in the organization of Institutional work. The professional competencies that are identified for the care of infants from 0 to 3 years of age are grouped into six areas: Learning planning. Organization of environment in the area. Educational evaluation. Promotion of inclusive learning for all boys and girls. Commitment and responsibility with the profession. Link with the institution and the environment.

Together, the mandate established in the Twenty-second transitory article of the General Law of the Professional Teaching Service (LGSPD) regarding “the formulation of a comprehensive plan for the diagnosis, redesign, and strengthening of the Public Standards System in order to ensure quality in the education it imparts and the academic competence of its graduates, as well as its congruence with the needs of the national educational system ”(Official Gazette of the Federation, 2013), demanded the realization of various spaces for consultation and deliberation. Derived from the contributions of the actors involved in this educational level and the joint work that was carried out through a direct dialogue with the normalistas in an inclusive process, The Strategy for Strengthening and Transformation of Normal Schools is made up of six axes: Pedagogical transformation according to the new Educational Model. Indigenous and intercultural education. English learning. Professionalization of the teaching staff in the Normal Schools Synergies with universities and research centers Support for Normal Schools and incentives for excellence

DURATION: 1 YEAR 8 MONTHS At the end of the Master in Psychopedagogy and Educational Intervention Problems, the graduate will analyze the theoretical-methodological elements of the psycho-pedagogical field to understand and intervene in the learning and personal development processes from childhood to adulthood with or without special educational needs, to through the study of the family structure and dynamics and the context in which it unfolds, as well as the use of current trends in psycho-pedagogical evaluation and intervention; in order to develop strategies according to the needs detected in children, adolescents and adults; to manage, prevent, intervene, rehabilitate, educate, re-educate, evaluate, diagnose and treat their developmental disorders, contributing to the intervention processes and taking preventive measures to avoid future disturbances, disorders and disabilities at any stage of the human being, with an ethical and responsible attitude based on the psycho-pedagogical development in the human being.

The curricular mesh conceives each course as nodes of a complex network that articulates knowledge, purposes, methodologies, and practices that give meaning to the training paths. For the fulfillment of the training purposes, the curricular mesh was structured with a duration of eight semesters, with fifty-five courses, organized in five training paths and one more space assigned to the degree work. In total, the curriculum comprises 291 credits. TO. TRAINING COURSES The Psychopedagogical path is made up of 16 courses that contain teaching activities of a theoretical-practical nature, with an academic load of 4 hours a week of face-to-face work, with a value of 4.5 credits each. The Preparing for Teaching and Learning course is made up of 20 courses that articulate theoretical and practical activities, focused on learning disciplinary knowledge and its teaching. The courses related to mathematical knowledge, science and communication, and language, have a load of 6 hours per week and a value of 6.75 academic credits each. The rest of the courses have a duration of 4 hours and a value of 4.5 credits. The Additional Language and Information and Communication Technologies course is made up of 7 courses that integrate teaching activities of a theoretical-practical nature, with a load of 4 hours per week and a value of 4.5 academic credits each. The course Elective courses are made up of four curricular spaces for a complementary and comprehensive training of the student, with 4 hours per week of academic load and a value of 4.5 credits. The Professional Practice path is made up of 8 courses. 7 courses articulate theoretical-practical activities, with emphasis on the gradual approach to professional activity in specific contexts and its analysis, which are located from the first to the seventh semester. Each course has an academic load of 6 hours per week and a value of 6.75 credits. The last course of this path, located in the eighth semester, is a curricular space of intensive professional practice in elementary school, with a duration of 20 hours to be developed over 16 weeks, with a value of 6.4 credits.