ERIC Number: EJ942793
Record Type: Journal
Publication Date: 2011-Sep
Abstractor: As Provided
Reference Count: 61
Informing Educational Decisions in the Early Years: Can Evidence for Improving Pedagogy for Children with Autistic Spectrum Disorder Be Found from Neuroscience?
Peters, Brenda; Forlin, Chris
British Journal of Special Education, v38 n3 p135-142 Sep 2011
It is possible that many benefits may be found for all concerned in education and child development in understanding how knowledge of the brain and its development can inform early years practice. This article, written by Brenda Peters and Chris Forlin, both from the Hong Kong Institute of Education, reviews literature based on neuroscience to establish potential links with teaching and learning, in an attempt to identify the most appropriate pedagogical support for children with autistic spectrum disorder (ASD). Two key themes have emerged: firstly, neuroscience and education and translation between these disciplines, and secondly, the relevance of these developments for specific groups of learners. This article focuses on early educational intervention and how emerging evidence from neuroscience and collaboration with educators may support future developments for practice for these young learners with ASD.
Descriptors: Evidence, Autism, Foreign Countries, Child Development, Teaching Methods, Brain, Disabilities, Science Education, Literature Reviews, Identification, Intervention, Early Childhood Education, Correlation, Learning Processes
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Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Hong Kong