Poster #27 - No Brain Left Behind: Implications for a Neuroscience-Informed Approach to Special Education

• In Event: 64.090 - MTCC Poster Session 15
  In Poster Session: 64.090-4 - Brain, Neuroscience, and Education: Emotion, Music, Learning Styles, and Special Education

Abstract

Advances in brain sciences have led to better understandings of how the brain learns and some of the mechanisms that may underlie difficulties with learning. Many educators are now applying findings from Neuroscience to classroom teaching methodologies and student learning (Tommerdahl, 2010). However, at the same time, a mismatch continues to exist between what we teach in school and how the brain learns. Thus, it is imperative that educators bridge the gap between neuroscience knowledge and special education teachers preparation. This study examined the literature to understand the current status of integration of neuroscience within the field of special education. Suggestions are made for strengthening ties between the two fields and implications for teacher training and related policy-making are proposed.

Authors

• Lin Sun, Indiana University - Bloomington

• Ozan Ozkaya, Indiana University - Bloomington

• Jeffrey A. Anderson, Indiana University