I’ve spoken before about the disconnect between neuroscience research, with its complexity and nuance, and practical guidance for educators.
A new report on the source of learning difficulties has cast a new light on the nature of the source of difficulties, suggesting that connectivity, and not particular areas of the brain is the focus of the issue.
Between 14-30% of children and adolescents worldwide have learning difficulties severe enough to require additional support. These difficulties are often associated with cognitive and/or behavioural problems. In some cases, children who are struggling at school receive a formal diagnosis of a specific learning difficulty or disability, such as dyslexia, dyscalculia or developmental language disorder, or of a developmental disorder such as attention deficit and hyperactivity disorder (ADHD), dyspraxia, or autism spectrum disorder.
This could have a profound impact on learning design.
Read the report in Science Daily