NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ915926
Record Type: Journal
Publication Date: 2011-Jan
Pages: 17
Abstractor: As Provided
Reference Count: 18
ISSN: ISSN-1527-9316
If Not the Brain, Then What? A Paradigm for Preservice Intervention Specialists that Provides an Understanding of Neurodevelopmental Disorders in Children
Cameron, Mary T.
Journal of the Scholarship of Teaching and Learning, v11 n1 p91-107 Jan 2011
This article contends that although Intervention Specialists are presented with a variety of children with diverse challenges that arise from neurological dysfunction, few teacher education programs adequately prepare teachers to understand, recognize and address these needs. The University of Findlay requires candidates in the post-baccalaureate program to take a course entitled Neurobiology of Learning that was developed to offer preservice teachers of special education insights into the underlying neurobiological causes of learning and behavioral challenges experienced in the classroom. A child neurologist teams with a professor in the college of education to provide the content for the four components of the course, a feature that distinguishes it from related course offerings in other Colleges of Education. This paper outlines the content of the course and discusses the importance of including neuroscience in the curriculum of preservice teachers, so that they may be better prepared to deliver services to children with special needs. (Contains 9 figures.)
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio