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Relating Neurodevelopment to Early Intervention Special Education: Implications for Developing Best Practices

Year 2015, Volume: 7 Issue: 1, 51 - 68, 15.07.2015
https://doi.org/10.20489/intjecse.78043

Abstract

Through the merging of neuroscience and education, neuroimaging will impact the field of early intervention as awareness grows concerning the developing brain. The reauthorization of the Education of the Handicapped Act Amendments and the subsequent formation of the field of early childhood special education has advanced best practices of school psychology and early intervention. Functional neuroimaging has led to advances in our understanding of brain functions enabling neuroscientists, psychologists, and educators to challenge prevailing theories and intervention approaches employed in schools today. Concerns abound when research introduces untested or unsupported instructional strategies into classroom settings based upon misinterpretation or misunderstanding of resulting data. Best practices within the fields of neuropsychology and early intervention special education does provide information regarding how children learn and provides guidance that should lead to best educational practices, but they must be based upon neuroscientific evidence which either supports traditional practices or challenges the prevailing theories.

References

  • Alferink, L. A., & Farmer-Dougan, V. (2010). Brain-(not) based education: Dangers of misunderstanding and misapplication of neuroscience research. Exceptionality, 18, 42-52.
  • Beauchamp, C., & Beauchamp, M. H. (2013). Boundary as bridge: An analysis of the educational neuroscience literature from a boundary perspective. Educational Psychology Review, 25, 47-67.
  • Becher, T., & Trowler, P. R. (2001). Academic tribes and territories. Buckingham: Open University Press.
  • Bergen, D., & Woodin, M. (2011). Neuropsychological development of newborns, infants, and toddlers. In A. S. Davis (Ed.), Handbook of pediatric neuropsychology (pp. 15-30). New York, NY: Springer Publishing.
  • Bruer, J. T. (1997). Education and the brain: A bridge too far. Educational Researcher, 26(8), 4-16.
  • Bruer, J. T. (1999). In search of brain-based education. Phi Delta Kappa, 80, 648-654, 656-657.
  • Brunswick, N., McCrory, E., Price, C. J., Frith, C. D., & Frith, U. (1999). Explicit and implicit processing of words and pseudowords by adult developmental dyslexics: A search for Wernicke’s Wortschatz. Brain, 122, 1901-1917.
  • Carnegie Corporation of New York. (1994). Starting points: Meeting the needs of our youngest children. Retrieved from: http://carnegie.org/publications/search-publications/?word=children
  • Cattaneo, L., & Rizzolati, G. (2009). The mirror neuron system. Archives of Neurology, 66, 557-560.
  • Council for Exceptional Children. (2004). The Council for Exceptional Children definition of a well-prepared special education teacher. Retrieved from: http://www.cec.sped.org/~/media/Files/Policy/CEC%20Professional%20Policies%20and%20Positions/wellpreparedteacher.pdf
  • Dehaene, S., & Cohen, L. (2007). Cultural recycling of cortical maps. Neuron, 5, 384-398.
  • Downie, J., Schmidt, M., Kenny, N., D'Arcy, R., Hadskis, M., & Marshall, J. (2007).
  • Pediatric MRI research ethics: The priority issues. Bioethical Inquiry, 4, 85-91.
  • Draganski, B., Glaser, C., Kempermann, G., Kuhn, H. G., Winkler, J., Buchel, C., & May, A. (2006). Temporal and spatial dynamics of brain structure changes during extensive learning. Journal of Neuroscience, 26, 6314-6317.
  • Education for All Handicapped Children Act of 1975, P. L. No. 94-142, 20 U.S.C. §§ 1401 et seq.
  • Elementary and Secondary Education Act of 1965, P. L. No. 89-750, 20 U.S.C. §§ 1401
  • et seq.
  • Elementary and Secondary Education Act Amendment of 1974, P. L. No. 93-380, 20 U.S.C. §§ 1401 et seq.
  • Fenton, A., Meynell, L., & Baylis, F. (2009). Ethical challenges and interpretive difficulties with non-clinical applications of pediatric fMRI. The American Journal of Bioethics, 9, 3-13.
  • Fischer, K. W. (2009). Mind, brain and education: Building a scientific groundwork for learning and teaching. Mind, Brain, and Education, 3, 2-15.
  • Frey, N., & Fisher, D. (2010). Reading and the brain: What early childhood educators need to know. Early Childhood Education Journal, 38, 103-110.
  • Gaddes, W. H. (1981). Neuropsychology, fact or mythology, educational help or hindrance? School Psychology Review, 10(3), 322-330.
  • Galaburda, A. M. (1989). Ordinary and extraordinary brain development: Anatomical variation in developmental dyslexia. Annuals of Dyslexia, 39, 67-80.
  • Goswami, U. (2008). Reading, dyslexia, and the brain. Educational Research, 50, 135-148.
  • Hadadian, A., & Koch, K. R. (2013). Issues in labeling young children with developmental delay: Whose responsibility is it? International
  • Hale, J. B., & Fiorello, C. A. (2004). School neuropsychology: A practitioner’s handbook. New York, NY: Guilford Press.
  • Handicapped Children’s Early Education Assistance Act of 1968, P. L. No. 90-938, 20 U.S.C. §§ 1400 et seq.
  • Howard-Jones, P. A. (2008). Fostering creative thinking: Co-constructed insights from neuroscience and education. Bristol: ESCalate.
  • Individuals with Disabilities Education Act of 1990, P.L. No. 101-476, 20 U.S.C. §§ 1400 et seq.
  • Individuals with Disabilities Education Act Amendments (IDEA) of 1997, P.L. 105-17, 20 U.S.C. §§ 1400 et seq.
  • Individuals with Disabilities Education Act Amendments (IDEA) of 2004, P.L. 108-446, 20 U.S.C. §§ 1400 et seq.
  • Jacob, S., Decker, D. M., & Hartshorne, T. S. (2011). Ethics and law: For school Psychologists (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
  • Kevan, A., & Pammer, K. (2009). Predicting early reading skills from pre-reading dorsal stream functioning. Neurospychologia, 47, 3174-3181.
  • Kim, S., Smyth, P., & Stern, H. (2006). A nonparametric Bayesian approach to detecting spatial activation patterns in fMRI data. Proceedings of the 9th International Conference on Medical Image Computing and Computer Assisted Intervention, 2, pp.217-224.
  • Koch, K. R., Timmerman, L., Peiffer, A. M., & Laurienti, P. J. (2013). Convergence of two independent roads leads to collaboration between education and neuroscience. Psychology in the Schools, 50, 577-588.
  • Lalancette, H., & Campbell, S. R. (2012). Educational neuroscience: Neuroethical considerations. International Journal of Environmental & Science Education, 7(1), 37-52.
  • Linkersdorfer, J., Lonnemann, J., Lindberg, S., Hasselhorn, M., & Fiebach, C. J. (2012). Grey matter alterations co-localize with functional abnormalities in developmental dyslexia: An ALE meta-analysis. PLOS One, 7(8), 1-8.
  • Mason, L. (2009). Bridging neuroscience and education: A two-way path is possible. Cortex, 45, 548-549.
  • McConnell, S. R. (1994). Social context, social validity, and program outcome in earlyintervention. In R. Gardner, D. M. Sainato, J. O. Cooper, T. E. Herron, W. L. Heward, J.W. Eshleman, & T. A. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 75-85). Baltimore, MD: Brooks/Cole.
  • Milam, P. (2005). Brain-friendly techniques for teaching information literacy skills.
  • School Library Media Activities Monthly, 21, 26-28.
  • Miller, D. C., & Defina, P. A. (2009). The application of neuroscience to the practice of school neuropsychology. In D. C. Miller (Ed.), Best practices in school neuropsychology: Guidelines for effective practice, assessment, and evidence-
  • based intervention (pp. 141-157). Hoboken, NJ: John Wiley and Sons.
  • No Child Left Behind Act of 2001, P. L. No. 59-10, 20 U.S.C. §§ 1401 et seq.
  • Noggle, C. A., Davis, A. S., & Barisa, M. (2008). Neuropsychology and neuroimaging: Integrating and understanding structure and function in clinical practice. In R. C. D’Amato & L. C. Hartlage (Eds.), Essentials of neuropsychological assessment:
  • Treatment planning for rehabilitation (2nd ed.) (pp. 79-102). New York, NY: Springer Publishing Company.
  • Nunley, K. F. (2002). Active research leads to active classrooms. Principal Leadership, 2, 53-56.
  • Overy, K., Norton, A., Cronin, K., Winner, E., & Schlaug, G. (2005). Examining rhythm and melody processing in young children using fMRI. Annals New York Academy of Sciences, 1060, 210-218.
  • Paulesu, E., Demonet, J. F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N., . . . Frith, E. (2001). Dyslexia-cultural diversity and biological unity. Science, 291, 2165-2167.
  • Peiffer, A. M., Laurienti, P. J., Koch, K. R., & Timmerman, L. (2014). Merging the Wechsler Adult Intelligence Scale picture completion subtest with fMRI in adult learners: a pilot study. International Journal of Innovative Technology and Exploring Engineering, 3(11), 122-126.
  • Penkman, L., & Butler, R. W. (2008). Neuropsychological assessment of children with cancer. In C. A. Meyers & J. R. Perry (Eds.), Cognition and cancer (pp. 56-80). New York, NY: Cambridge University Press.
  • Perfetti, C. A. (1985). Reading ability. New York, NY: Oxford University Press.
  • Pool, C. R. (1997). Brain-based learning and students. The Educational Digest, 63, 10-16.
  • Racine, E., Bar-llan, O., & Illes, J. (2005). fMRI in the public eye. National Review of Neuroscience, 6(2), 159-164.
  • Schiller, P. (2003). Bright beginnings for babies. Child Care Information Exchange, 150, 8-12.
  • Schweinhart, L. J., & Weikart, D. P. (1985). Evidence that good early childhood programs work. Phi Delta Kappan, 66, 545-551.
  • Shaywitz, S. (1998). Current concepts: Dyslexia. New England Journal of Medicine, 338, 307-312.
  • Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R., Mencl, W. E., Fulbright, R. K.,
  • Skudlarski, P., … Gore J. C. (2002). Disruption of posterior brain systems for reading in children with developmental dyslexia. Biological Psychiatry, 52, 101-110.
  • Shaywitz, S. E. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York, NY: Alfred A. Knopf.
  • Shaywitz, B. A., Shaywitz, S. E., Blachman, B. A., Pugh, K. R., Fulbright, R. K., Skudlarski, P., … Gore, J. C. (2004). Development of left occipitotemporal systems for skilled reading in children after a phonologically-based intervention. Biological Psychiatry 55, 926–933.
  • Shaywitz, S. E., Morris, R., & Shaywitz, B. A. (2008). The education of dyslexic children from childhood to young adulthood. Annual Review of Psychology, 59, 451-475.
  • Shonkoff, J. P. (2003). From neurons to neighbors: Old new challenges for developmental and behavioral pediatrics. Journal of Developmental and Behavioral Pediatrics, 24(1), 70-76.
  • Sousa, D. A., (1998). Is the fuss about brain research justified? Education Week, 18(16), 35.
  • Spellman, B., & Willingham, D. T., (Eds.). (2004). Current directions in cognitive science. NY: Prentice Hall.
  • Squire, L. R., & Kandel, E. R. (2000). Memory: From mind to molecules. New York: W. H. Freeman.
  • Stewart, L., Henson, R. Kampe, K., Walsh, V., Turner, R., & Frith, U. (2003). Brain changes after learning to read and play music. NeuroImage, 20, 71-83.
  • Stippich, C. (2008). Clinical functional magnetic resonance imaging (fMRI). Clinical Neuroradiology (18), 45-53.
  • Sylwester, R. (2003). A biological brain in a cultural classroom: Enhancing cognitive and social development through collaborative classroom management. Thousand Oaks, CA: Corwin Press.
  • Terao, A., Keodinger, K. R., Sohn. M. H., Qin, Y., Anderson, J. R., & Carter, C. S. (2004). An fMRI study of the interplay of symbolic and visuo-spatial systems in mathematical reasoning. Human-Computer Interaction Institute, Paper 2. Retrieved from http://repository.cmu.edu/hcii/2
  • Vallotton, C. D., & Fischer, K. W. (2008). Cognitive Development. In M. M. Haith & J. B. Benson (Eds.), Encyclopedia of Infant and Early Childhood Development, Volume 1, (pp. 286-298). Oxford: Elsevier.
  • Wellhousen, K., & Kieff, J. E. (2001). A constructivist approach to block play in early childhood education. Albany, NY: Delmar.
  • Willingham, D. T. (2009). Three problem in the marriage of neuroscience and education. Cortex, 45(4), 544-545.
  • Willis, J. (2008). Building a bridge from neuroscience to the classroom. Phi Delta Kappan, 89(6), 424-427.
  • Wolfe, P. (1998). Revisiting effective teaching: New research in neuroscience validates long-held theories of effective teaching. Educational Leadership, 56(3), 61-64.
  • Wolfe, P. (2001). Applying brain research to classroom practice. Education Update, 43(4), 1-2.
Year 2015, Volume: 7 Issue: 1, 51 - 68, 15.07.2015
https://doi.org/10.20489/intjecse.78043

Abstract

References

  • Alferink, L. A., & Farmer-Dougan, V. (2010). Brain-(not) based education: Dangers of misunderstanding and misapplication of neuroscience research. Exceptionality, 18, 42-52.
  • Beauchamp, C., & Beauchamp, M. H. (2013). Boundary as bridge: An analysis of the educational neuroscience literature from a boundary perspective. Educational Psychology Review, 25, 47-67.
  • Becher, T., & Trowler, P. R. (2001). Academic tribes and territories. Buckingham: Open University Press.
  • Bergen, D., & Woodin, M. (2011). Neuropsychological development of newborns, infants, and toddlers. In A. S. Davis (Ed.), Handbook of pediatric neuropsychology (pp. 15-30). New York, NY: Springer Publishing.
  • Bruer, J. T. (1997). Education and the brain: A bridge too far. Educational Researcher, 26(8), 4-16.
  • Bruer, J. T. (1999). In search of brain-based education. Phi Delta Kappa, 80, 648-654, 656-657.
  • Brunswick, N., McCrory, E., Price, C. J., Frith, C. D., & Frith, U. (1999). Explicit and implicit processing of words and pseudowords by adult developmental dyslexics: A search for Wernicke’s Wortschatz. Brain, 122, 1901-1917.
  • Carnegie Corporation of New York. (1994). Starting points: Meeting the needs of our youngest children. Retrieved from: http://carnegie.org/publications/search-publications/?word=children
  • Cattaneo, L., & Rizzolati, G. (2009). The mirror neuron system. Archives of Neurology, 66, 557-560.
  • Council for Exceptional Children. (2004). The Council for Exceptional Children definition of a well-prepared special education teacher. Retrieved from: http://www.cec.sped.org/~/media/Files/Policy/CEC%20Professional%20Policies%20and%20Positions/wellpreparedteacher.pdf
  • Dehaene, S., & Cohen, L. (2007). Cultural recycling of cortical maps. Neuron, 5, 384-398.
  • Downie, J., Schmidt, M., Kenny, N., D'Arcy, R., Hadskis, M., & Marshall, J. (2007).
  • Pediatric MRI research ethics: The priority issues. Bioethical Inquiry, 4, 85-91.
  • Draganski, B., Glaser, C., Kempermann, G., Kuhn, H. G., Winkler, J., Buchel, C., & May, A. (2006). Temporal and spatial dynamics of brain structure changes during extensive learning. Journal of Neuroscience, 26, 6314-6317.
  • Education for All Handicapped Children Act of 1975, P. L. No. 94-142, 20 U.S.C. §§ 1401 et seq.
  • Elementary and Secondary Education Act of 1965, P. L. No. 89-750, 20 U.S.C. §§ 1401
  • et seq.
  • Elementary and Secondary Education Act Amendment of 1974, P. L. No. 93-380, 20 U.S.C. §§ 1401 et seq.
  • Fenton, A., Meynell, L., & Baylis, F. (2009). Ethical challenges and interpretive difficulties with non-clinical applications of pediatric fMRI. The American Journal of Bioethics, 9, 3-13.
  • Fischer, K. W. (2009). Mind, brain and education: Building a scientific groundwork for learning and teaching. Mind, Brain, and Education, 3, 2-15.
  • Frey, N., & Fisher, D. (2010). Reading and the brain: What early childhood educators need to know. Early Childhood Education Journal, 38, 103-110.
  • Gaddes, W. H. (1981). Neuropsychology, fact or mythology, educational help or hindrance? School Psychology Review, 10(3), 322-330.
  • Galaburda, A. M. (1989). Ordinary and extraordinary brain development: Anatomical variation in developmental dyslexia. Annuals of Dyslexia, 39, 67-80.
  • Goswami, U. (2008). Reading, dyslexia, and the brain. Educational Research, 50, 135-148.
  • Hadadian, A., & Koch, K. R. (2013). Issues in labeling young children with developmental delay: Whose responsibility is it? International
  • Hale, J. B., & Fiorello, C. A. (2004). School neuropsychology: A practitioner’s handbook. New York, NY: Guilford Press.
  • Handicapped Children’s Early Education Assistance Act of 1968, P. L. No. 90-938, 20 U.S.C. §§ 1400 et seq.
  • Howard-Jones, P. A. (2008). Fostering creative thinking: Co-constructed insights from neuroscience and education. Bristol: ESCalate.
  • Individuals with Disabilities Education Act of 1990, P.L. No. 101-476, 20 U.S.C. §§ 1400 et seq.
  • Individuals with Disabilities Education Act Amendments (IDEA) of 1997, P.L. 105-17, 20 U.S.C. §§ 1400 et seq.
  • Individuals with Disabilities Education Act Amendments (IDEA) of 2004, P.L. 108-446, 20 U.S.C. §§ 1400 et seq.
  • Jacob, S., Decker, D. M., & Hartshorne, T. S. (2011). Ethics and law: For school Psychologists (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
  • Kevan, A., & Pammer, K. (2009). Predicting early reading skills from pre-reading dorsal stream functioning. Neurospychologia, 47, 3174-3181.
  • Kim, S., Smyth, P., & Stern, H. (2006). A nonparametric Bayesian approach to detecting spatial activation patterns in fMRI data. Proceedings of the 9th International Conference on Medical Image Computing and Computer Assisted Intervention, 2, pp.217-224.
  • Koch, K. R., Timmerman, L., Peiffer, A. M., & Laurienti, P. J. (2013). Convergence of two independent roads leads to collaboration between education and neuroscience. Psychology in the Schools, 50, 577-588.
  • Lalancette, H., & Campbell, S. R. (2012). Educational neuroscience: Neuroethical considerations. International Journal of Environmental & Science Education, 7(1), 37-52.
  • Linkersdorfer, J., Lonnemann, J., Lindberg, S., Hasselhorn, M., & Fiebach, C. J. (2012). Grey matter alterations co-localize with functional abnormalities in developmental dyslexia: An ALE meta-analysis. PLOS One, 7(8), 1-8.
  • Mason, L. (2009). Bridging neuroscience and education: A two-way path is possible. Cortex, 45, 548-549.
  • McConnell, S. R. (1994). Social context, social validity, and program outcome in earlyintervention. In R. Gardner, D. M. Sainato, J. O. Cooper, T. E. Herron, W. L. Heward, J.W. Eshleman, & T. A. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 75-85). Baltimore, MD: Brooks/Cole.
  • Milam, P. (2005). Brain-friendly techniques for teaching information literacy skills.
  • School Library Media Activities Monthly, 21, 26-28.
  • Miller, D. C., & Defina, P. A. (2009). The application of neuroscience to the practice of school neuropsychology. In D. C. Miller (Ed.), Best practices in school neuropsychology: Guidelines for effective practice, assessment, and evidence-
  • based intervention (pp. 141-157). Hoboken, NJ: John Wiley and Sons.
  • No Child Left Behind Act of 2001, P. L. No. 59-10, 20 U.S.C. §§ 1401 et seq.
  • Noggle, C. A., Davis, A. S., & Barisa, M. (2008). Neuropsychology and neuroimaging: Integrating and understanding structure and function in clinical practice. In R. C. D’Amato & L. C. Hartlage (Eds.), Essentials of neuropsychological assessment:
  • Treatment planning for rehabilitation (2nd ed.) (pp. 79-102). New York, NY: Springer Publishing Company.
  • Nunley, K. F. (2002). Active research leads to active classrooms. Principal Leadership, 2, 53-56.
  • Overy, K., Norton, A., Cronin, K., Winner, E., & Schlaug, G. (2005). Examining rhythm and melody processing in young children using fMRI. Annals New York Academy of Sciences, 1060, 210-218.
  • Paulesu, E., Demonet, J. F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N., . . . Frith, E. (2001). Dyslexia-cultural diversity and biological unity. Science, 291, 2165-2167.
  • Peiffer, A. M., Laurienti, P. J., Koch, K. R., & Timmerman, L. (2014). Merging the Wechsler Adult Intelligence Scale picture completion subtest with fMRI in adult learners: a pilot study. International Journal of Innovative Technology and Exploring Engineering, 3(11), 122-126.
  • Penkman, L., & Butler, R. W. (2008). Neuropsychological assessment of children with cancer. In C. A. Meyers & J. R. Perry (Eds.), Cognition and cancer (pp. 56-80). New York, NY: Cambridge University Press.
  • Perfetti, C. A. (1985). Reading ability. New York, NY: Oxford University Press.
  • Pool, C. R. (1997). Brain-based learning and students. The Educational Digest, 63, 10-16.
  • Racine, E., Bar-llan, O., & Illes, J. (2005). fMRI in the public eye. National Review of Neuroscience, 6(2), 159-164.
  • Schiller, P. (2003). Bright beginnings for babies. Child Care Information Exchange, 150, 8-12.
  • Schweinhart, L. J., & Weikart, D. P. (1985). Evidence that good early childhood programs work. Phi Delta Kappan, 66, 545-551.
  • Shaywitz, S. (1998). Current concepts: Dyslexia. New England Journal of Medicine, 338, 307-312.
  • Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R., Mencl, W. E., Fulbright, R. K.,
  • Skudlarski, P., … Gore J. C. (2002). Disruption of posterior brain systems for reading in children with developmental dyslexia. Biological Psychiatry, 52, 101-110.
  • Shaywitz, S. E. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York, NY: Alfred A. Knopf.
  • Shaywitz, B. A., Shaywitz, S. E., Blachman, B. A., Pugh, K. R., Fulbright, R. K., Skudlarski, P., … Gore, J. C. (2004). Development of left occipitotemporal systems for skilled reading in children after a phonologically-based intervention. Biological Psychiatry 55, 926–933.
  • Shaywitz, S. E., Morris, R., & Shaywitz, B. A. (2008). The education of dyslexic children from childhood to young adulthood. Annual Review of Psychology, 59, 451-475.
  • Shonkoff, J. P. (2003). From neurons to neighbors: Old new challenges for developmental and behavioral pediatrics. Journal of Developmental and Behavioral Pediatrics, 24(1), 70-76.
  • Sousa, D. A., (1998). Is the fuss about brain research justified? Education Week, 18(16), 35.
  • Spellman, B., & Willingham, D. T., (Eds.). (2004). Current directions in cognitive science. NY: Prentice Hall.
  • Squire, L. R., & Kandel, E. R. (2000). Memory: From mind to molecules. New York: W. H. Freeman.
  • Stewart, L., Henson, R. Kampe, K., Walsh, V., Turner, R., & Frith, U. (2003). Brain changes after learning to read and play music. NeuroImage, 20, 71-83.
  • Stippich, C. (2008). Clinical functional magnetic resonance imaging (fMRI). Clinical Neuroradiology (18), 45-53.
  • Sylwester, R. (2003). A biological brain in a cultural classroom: Enhancing cognitive and social development through collaborative classroom management. Thousand Oaks, CA: Corwin Press.
  • Terao, A., Keodinger, K. R., Sohn. M. H., Qin, Y., Anderson, J. R., & Carter, C. S. (2004). An fMRI study of the interplay of symbolic and visuo-spatial systems in mathematical reasoning. Human-Computer Interaction Institute, Paper 2. Retrieved from http://repository.cmu.edu/hcii/2
  • Vallotton, C. D., & Fischer, K. W. (2008). Cognitive Development. In M. M. Haith & J. B. Benson (Eds.), Encyclopedia of Infant and Early Childhood Development, Volume 1, (pp. 286-298). Oxford: Elsevier.
  • Wellhousen, K., & Kieff, J. E. (2001). A constructivist approach to block play in early childhood education. Albany, NY: Delmar.
  • Willingham, D. T. (2009). Three problem in the marriage of neuroscience and education. Cortex, 45(4), 544-545.
  • Willis, J. (2008). Building a bridge from neuroscience to the classroom. Phi Delta Kappan, 89(6), 424-427.
  • Wolfe, P. (1998). Revisiting effective teaching: New research in neuroscience validates long-held theories of effective teaching. Educational Leadership, 56(3), 61-64.
  • Wolfe, P. (2001). Applying brain research to classroom practice. Education Update, 43(4), 1-2.
There are 76 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Kourtland R. Koch

Brittney M. Moore This is me

Publication Date July 15, 2015
Published in Issue Year 2015 Volume: 7 Issue: 1

Cite

APA Koch, K. R., & Moore, B. M. (2015). Relating Neurodevelopment to Early Intervention Special Education: Implications for Developing Best Practices. International Journal of Early Childhood Special Education, 7(1), 51-68. https://doi.org/10.20489/intjecse.78043

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