Event price: $ 290,000 COP

Online payment: At the time of your registration you will be able to pay online with credit card and PSE.

Payment in banks:
Presenta la factura impresa en láser, y acércate a las siguientes entidades bancarias:

  • Bancolombia
  • Itaú
  • Banco de Bogotá and its banking correspondents: Almacenes Éxito, Carulla, Surtimax, Súper inter.

Face-to-face payment:
Dirígete a la Caja de la Universidad y paga con tarjeta débito o crédito.

Start date: 27-03-2020

End date: 04-04-2020

Duration: 18.00 hours.

Event city: Amagá

Hours: Friday, March 27, 2020 5:00 to 9:00 pm Saturday, March 28 8:00 to 1:00 pm Friday, April 3 from 5:00 to 9:00 pm Saturday, April 4 8 : 00 to 1:00 pm IE Normal Superior de Amagá - Carrera 51 # 46-31 Amagá

Learn about our discounts for our university community, or if you are an employee or associate of institutions with current agreements with the CES University Learn more
Full Rate: $ 290,000

Prompt payment rate $ 261,000 until March 7, 2020. More information with Eliana María Zapata Ext 1389 or Andrés Parra Ext 1957

Event Code: 70065744

To register, you must fill out the form to generate the invoice and make the payment online, banks or in person at the University.

Faculty: Educational development psychology

Eliana Maria Zapata
Continuing Education Professional
4440555 ext 1389.

Andres Parra
Administrative Assistant Continuing Education
4440555 ext 1957.

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The modality of the event is Face-to-face

A society that responds to the principles of equality and equity values individual differences and offers each of its members the best opportunities to develop and optimize their possibilities.

Diversity is a manifestation of neurodevelopment, as the complexity of this process gives rise to a variety of ways of learning and behaving.

For example, Intellectual Disability and Autism Spectrum Disorders have a high prevalence and significant implications on the quality of life of children and their families, making them one of the relevant populations for the World Health Organization.

However, they are still very unknown, so their diagnosis and intervention often do not correspond to their needs and characteristics or occur late.

Therefore, it is necessary for initial education teachers to include in their training knowledge that allows them to develop sensitivity and acquire some tools for its detection, referral and intervention in the classroom.

In this sense, the curriculum represents a way to acquire the necessary elements of the educational context, for which it must offer resources, learning and socialization opportunities based on a quality intervention, where strategies for detecting the potentialities and difficulties of children are involved. and in this way build a world that fosters accessibility and development.

Teachers, support teachers and school psychologists.

Methodology: Reading guides. Seminars-Workshops with participatory methodology. Each one of those who participate in the process, form an active, cooperative and collaborative learning group that investigates in diverse sources. The results of their work are the product of the bibliographic review, previous experience, and the confrontation of points of view of the whole group. Case study By means of this methodological strategy, situations of daily life will be considered in a hypothetical way, seeking that the students feel identified, favoring participation and facilitating the analysis of the situation and decision-making. The student will elaborate some proposals of valid solutions for the possible problems that are presented in the context and the future reality. Evaluation: 1. Preparation of activities. It will be evaluated by the preparatory activities prior to the meetings. 2. Active participation in seminars and workshops. Work during classes: fulfillment, contributions, work in subgroups, participation based on suggested readings. 2. Preparation of a guide Preparation of a guide with guidelines and strategies to address diversity in the context of early childhood education, based on the topics addressed. This guide will have a final part that consists of formats designed to collect evidence of the application of the different lessons learned in the course (with children, families, environments, etc.). Efficacy measurement. 1 Evaluation of the level of conceptualization There will be a written exam that seeks to evaluate the level of conceptualization achieved by the participants. This evaluation will be done at the end of the course. 2. Evidence of application Present to the respective coordinator, the folder with evidence of application (at least 3 evidence) 6 months after the end of the course.


Find out how you can finance your registration in this event.

Study plan

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Finance the payment of your registration with SUFI, contact the advisor:

Anderson Esneyder Acevedo Benitez
Telephone: (57) (4) 604 91 25
Mobile: 301 254 98 44
Email: anaceved@bancolombia.com.co

Payment with Severance:
Consulta con tu empresa administradora de fondos y cesantías sobre los requisitos para realizar el pago*.
*Aplica para diplomados y certificaciones.

  • 1. Legal and normative framework of educational inclusion: From integration to inclusive education
  • 2 Concept of disability: multi-dimensional model and support paradigm
  • 3 Diverse brains: down syndrome, autism, cerebral (motor) palsy, sensory deficit (hearing loss, deafness, blindness).
  • 4. Strategies that facilitate the response to diversity: pedagogical tools, support materials, curricular flexibility, intervention goals, etc.
  • 5 Positive Behavioral Support Programs for Classroom Diversity: Preventive Management, Environmental Changes, Teaching Appropriate Behaviors Management of Problematic Behaviors
  • 6 Support plans with families: planning thought about the person, family and community, monitoring of achievements, evaluation.


Know the characteristics of diversity in the preschool stage, strengthen the sensitivity for inclusion and acquire tools for its detection, referral, intervention in the classroom and work with families.


1. Know the legal and regulatory framework of educational inclusion.

2 Understand the current concept of disability within the multi-dimensional model and support paradigm and its implications for early childhood education.

3 Know the characteristics, neurobiological explanations, information processing, warning signs for early detection and pedagogical strategies for children with Down syndrome, autism, cerebral (motor) palsy, sensory deficit (hearing loss, deafness, blindness.

4. Know and learn to put into practice strategies that facilitate the response to diversity: pedagogical tools, support materials, curricular flexibility, intervention goals, etc.

5 Learn to design and implement positive behavioral support programs for classroom diversity.

6 Learn to design and implement support plans with families: planning for the person, family and community, monitoring achievements, evaluation.

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