Talk:Neurodevelopmental framework for learning

Intelligence Citations Bibliography for Articles Related to IQ Testing
I have posted a bibliography of  Intelligence Citations for the use of all Wikipedians who have occasion to edit articles on human intelligence and related issues. I happen to have circulating access to a huge academic research library at a university with an active research program in those issues (and to another library that is one of the ten largest public library systems in the United States) and have been researching these issues since 1989. You are welcome to use these citations for your own research and to suggest new sources to me by comments on that page. -- WeijiBaikeBianji (talk) 16:54, 4 July 2010 (UTC)

Implications for educational practice: unsourced
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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:
 * Implications for educational practice

Neurodevelopmental profiles can be used for students identified as being in need of academic or behavioral support. Mismatches between a student's profile and the classroom environment can lead to student frustration which may be expressed as behavior issues. Schools implementing a neurodevelopmental framework may see a reduction in disciplinary referrals as the mismatch is understood and modifications are incorporated. Profiles may be used for students as part of a special education referral or when an Individualized Education Plan or 504 is developed. The reauthorization of IDEA has given rise to Response to Intervention, a tiered approach to addressing the specific needs of each child, which is wholly compatible with describing students' neurodevelopmental profiles.
 * In schools

Within a classroom, each subject area and each instructional strategy places different neurodevelopmental demands on students. Awareness of these demands can lead teachers to an instructional analysis of what and how they are teaching. Differentiated Instruction, or differentiation, is the practice of using a variety of instructional tools, resources or strategies to meet the needs of all learners. It is enhanced through a more specific understanding of the neurodevelopmental demands on targeted groups of students, resulting in a closer alignment of cognitive strengths to academic content. In addition to differentiation, a neurodevelopmental framework supports several curriculum design tools or principles used in many classrooms such as Understanding by Design and Universal Design for Learning.
 * In classrooms

Teachers who use a neurodevelopmental framework observe student behavior and work, looking for recurrent themes or patterns. Detailed analysis of strengths, weaknesses and affinities allows teachers to develop a neurodevelopmental profile of a student. (Teachers who utilize a Multiple Intelligences or learning styles framework will be familiar with the idea that each student's brain works differently. A neurodevelopmental approach is more specifically descriptive of learning breakdowns.) A process of demystification occurs with the student, allowing the student to develop insight into his or her own learning. In partnership with the student, the teacher develops targeted action plans strategies chosen to utilize and develop neurodevelopmental strengths while bolstering areas of weakness. Teachers who practice differentiation will be familiar with the idea of modifying instruction to meet the needs of diverse learners
 * Individual students

To use any learning framework, teachers and other school-based individuals need to invest in professional development. Professional development can take the form of face-to-face trainings, on-line training and college or graduate school courses. The neurodevelopmental framework described above was the basis for professional development from All Kinds of Minds, an educational non-profit institute, through the Schools Attuned program.
 * Professional development

--Jytdog (talk) 02:23, 10 January 2017 (UTC)

Policies and initiatives compatible with a neurodevelopmental framework: unsourced
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The neurodevelopmental framework can be found within a number of policy contexts throughout the American educational system. As educators grapple with the challenge of meeting the needs of all learners as well as educational policy requirements, they are utilizing a neurodevelopmental lens to meet these demands. While many districts and states are exploring a variety of ways to utilize the framework in both professional development offerings as well as systematic teacher development processes, No Child Left Behind, IDEA, and RtI are all federal policies that support instructional application of the framework.
 * Policies and initiatives compatible with a neurodevelopmental framework


 * No Child Left Behind (NCLB)

The No Child Left Behind Act (NCLB) creates a context that is very compatible with the neurodevelopmental framework. In a broad sense, NCLB puts an increased emphasis on "science based research," which would include the vast amount of scientific evidence supporting the framework. NCLB proposes the idea that education should be supported by science rather than guesswork, and that teachers should have some sort of empirical evidence to support interventions. The neurodevelopmental framework provides the opportunity to bring the science of learning to the art of teaching. Under NCLB's assessment requirements, states are required to disaggregate data by subgroups. In this way, NCLB sheds light on the specific groups of students who are struggling rather than averaging all of the data together. The neurodevelopmental framework provides recognition that all students' minds have different strengths and weaknesses, and one possible explanation for the achievement gap is a mismatch between instructional and student strengths and weaknesses in learning.


 * Individuals with Disabilities Education Act (IDEA)

In the years since the passage of Public Law 94-142 (now referred to as IDEA), significant progress has been made toward meeting major national goals for developing and implementing effective programs and services for early intervention, special education, and related services. Still, many students with disabilities have their strengths overlooked. The neurodevelopmental framework provides concepts and vocabulary to understand both students' strengths and weaknesses. The 2004 reauthorization of IDEA opened the door further for a connection to the neurodevelopmental framework. IDEA 2004 permits the use of federal program dollars for students who are not specifically identified as having a learning disability. Of the money a school district receives under Part B of IDEA, a maximum of 15 percent may be used for "early intervention services" for unidentified students. This means schools are encouraged to understand the way students learn before they are ever referred to special education. Several concepts have become part of the special education vocabulary because of this law, including Free Appropriate Public Education (FAPE), Individualized Education Program (IEP) and Least Restrictive Environment (LRE). These acronyms have become foundational to U.S. efforts to create a high quality system of special education and ensure equal access to education for all students.


 * Response to Intervention (RtI)

Response to Intervention (RtI) is sometimes referred to as Response to Instruction as decisions are constantly made about the unique individual responses to instructional delivery. This approach works to the benefit of all students within the classroom, because teachers are actively engaged in discovering the source of learning breakdowns. In the past, special education was seen as the only way students could receive help. If they do not meet special education requirements, some students still fail in the classroom. RtI empowers teachers to troubleshoot problems that students are encountering, many times eliminating the need for special education referrals. The neurodevelopmental framework equips educators with the concepts and vocabulary to make sound judgments about instruction, making it a natural complement to the spirit of IDEA in general, and the RtI framework in particular. Identifying learning breakdowns and how to intervene with appropriate accommodations and interventions is an essential skill for successful RtI implementation.

-- Jytdog (talk) 02:23, 10 January 2017 (UTC)