Teacher Literacy Policy Recommendation and Programme for Action on the Neurobiology of Learning Differences


This presentation outlines the introduction into neurobiology of learning differences that lies at the basis of a 12-hour teacher literacy development program that can implemented in regular schools. In general terms, this introduction means understanding how neurological development should look like in typical and atypical trajectories. To attain this objective, the landmarks for neurological linguistic development will be discussed as much as the differences in development for boys and girls. Specific language impairments and learning disabilities regarding listening, speaking, reading and writing, math, attentional processing and executive functioning will be contemplated. Additionally, instructional strategies for accommodation and intervention will be analyzed as well as the main characteristics of ADHD (Attention Deficit Hyperactive Disorder) and ASD (Autism Spectrum Disorder). The risks concerning TBI (Traumatic Brain Injury) and ED (Executive Dysfunction) will also be discussed. To conclude, an analysis of the necessary elements for an effective and productive communication with the general community (parents, leaders, school-related professional) will be conducted. The elements of such teacher literacy program are as follows: - neurological development, - child and linguistic development, - definition and characteristics of some learning difficulties and disorders that involves attention and memory, and - connections with the community (what to expect, what to say, how to accommodate).

Author Information
Mirela Ramacciotti, Johns Hopkins University, United States

Paper Information
Conference: ACEID2019
Stream: Education & Difference: Gifted Education

This paper is part of the ACEID2019 Conference Proceedings (View)
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Posted by James Alexander Gordon