søndag den 15. december 2013

#Neuroscience and #Education needs to get Married!


Neuroeducation - Vision for education - #Neuroed2013

Rather than change the way we teach, what is needed is to
include cognitive programs as part of the curriculum so
that students spend part of the day training their brains
– the very organ they use to learn the curriculum and
that they need when learning how to learn. Education
becomes neuroeducation – the perfect marriage between
neuroscience and education – and it will be about
changing the capacity of the learner to learn as they learn.
Through this partnership, the capacity to learn becomes
as important as what is being taught.



Barbara Arrowsmith-Young is recognised as the creator of one of the first practical treatment applicationsusing the principles of neuroplasticity. As the founderof the Arrowsmith Program, she began using these principles in 1978 to develop cognitive programs to
deal with learning disorders, first starting with her own debilitating set of brain deficits. In her presentation she will talk about her journey of discovery, the lines of research she combined and the outcomes achievedover her 30-plus years as an educator and researcher.






She will describe a number of learning disorders, fromthose that affect the learner in school to those thataffect us in life. She will discuss ‘cognitive glitches’ –those areas of weakness that we are all familiar with and often explain away by saying, ‘I am just not good
at navigating/recognising faces/[fill in the blank]’.

She will discuss ‘cognitive mismatches’ – situations  we find ourselves in where the demand of the taskis incompatible with our cognitive functioningand the challenges this presents. The nature of thetransformation that occurs as the function of deficitareas are stimulated through cognitive exercises will be presented.


More: http://www.eatonarrowsmithschool.com/conference-neuroplasticity-and-education/

Twice Exceptional Denmark

Twice Exceptional Denmark er lavet for dobbelt exceptionelle børn dvs. børn med særlige forudsætninger som samtidig har indlæringsvanskeligheder. Disse børn kan have opmærksomheds-, koncentrations- og kontakt- vanskeligheder som oftest er pga. Ordblindhed/ Dyslexi, ADHD, AS, PDD NOS, OCD, Tourette osv.

Det ofte set at Børn med særlige forudsætninger er af natur Asynkron Udviklet dvs. det halter med at deres emotionelle og sociale udvikling følger med det som ses ved jævnaldrende, samtidig med at de lærer lynhurtigt det emner de er motiveret for og ender således ofte foran jævnaldrende i disse oråder, uden sparringspartner. Børnene ender ofte meget ”misforstået” og en tværfagligindsats er nødvendig hvis sådan en situation skal kunne vendes.

Tværfaglighed bør bestå af en BMSF konsulent/psykolog og derudover specialister jvf. barnets specifikke diagnoser og andre problemer hver gang handleplaner udarbejdes, barnets evalueres osv. Men der er langt vej endnu, da BMSF ikke anerkendes i Kommunerne, og dermed overses det at barnet har behov for en ”særlig” forståelse og indsigt for at børnene kan få den rette hjælp jvf. Socialloven og Inklusion.

Men desværre ses disse børn i AKT forløb, heldagsskoler og kan ende i Udsatte grupper:

De unge, som kommer til opholdsstederne, har været vanskelige at placere i de kommunale tilbud, hvor hverken de unge, som kommer til opholdstederne eller de elever, der går i de kommunale tilbud, vil profitere af at være sammen.