Neuroscience and Special Education: An Attempt to Break Down Walls between Complementary (but Divergent) Disciplines

Abstract

Neuroimaging research has substantially enhanced our understanding of the neurobiological mechanisms of typical and atypical learning in children. These developments can advance the design of novel approaches to diagnosis and intervention for learning disabilities. Despite the promise of educational neuroscience, there are still walls between neuroscience and special education researchers such that more collaboration and understanding are needed between these disciplines. This chapter attempts to break down the walls by discussing how neuroimaging techniques can be incorporated into special education research. We also present arguments as to why neuroscience is “the next big thing” in special education research and the obstacles that must be overcome in order for neuroscience to be incorporated into education research. To describe how neurobiology might impact special education, we focus primarily on reading disability. We believe that educational neuroscience can aid in the identification and intervention of other learning disorders as well.

Citation

Clement-Lam, S.S.-Y., Lau, A.N.-L. and Kearns, D.M. (2021), "Neuroscience and Special Education: An Attempt to Break Down Walls between Complementary (but Divergent) Disciplines", Cook, B.G., Tankersley, M. and Landrum, T.J. (Ed.) The Next Big Thing in Learning and Behavioral Disabilities (Advances in Learning and Behavioral Disabilities, Vol. 31), Emerald Publishing Limited, Leeds, pp. 75-96. https://doi.org/10.1108/S0735-004X20210000031006