Implications For Educational Practice
Students come to school with unique neurodevelopmental profiles; the strengths and weaknesses of each learner's brain are different. Schools place numerous demands on brain functions. A mismatch between the strengths and weaknesses a learner brings to school and the demands of the classroom can cause barriers to academic success. Identifying the nature of the mismatch and where the learning breakdown is taking place can help teachers, parents and students to develop effective strategies and remedy the problem. Identification is based on observable phenomena: what is seen in the classroom and at home, what evidence can be gathered and analyzed, and what hypothesis can be generated based on observations. Labeling a student as learning disabled, ADD, or ADHD is not as descriptive and or useful as applying the neurodevelopmental framework. A neurodevelopmental framework can be used to categorize phenomena into profiles, which can be used to describe students rather than label them with diagnostic categories. The framework can be used in three broad areas:
Read more about this topic: Neurodevelopmental Framework For Learning
Famous quotes containing the words implications, educational and/or practice:
“The power to guess the unseen from the seen, to trace the implications of things, to judge the whole piece by the pattern, the condition of feeling life in general so completely that you are well on your way to knowing any particular corner of it—this cluster of gifts may almost be said to constitute experience.”
—Henry James (1843–1916)
“Although good early childhood programs can benefit all children, they are not a quick fix for all of society’s ills—from crime in the streets to adolescent pregnancy, from school failure to unemployment. We must emphasize that good quality early childhood programs can help change the social and educational outcomes for many children, but they are not a panacea; they cannot ameliorate the effects of all harmful social and psychological environments.”
—Barbara Bowman (20th century)
“Communism to me is one-third practice and two-thirds explanation.”
—Will Rogers (1879–1935)