Learning disabilities, by definition, have a neurological origin. Historically, since many decades, researchers from the fields of medicine, neuroscience, neuropsychology, etc. document the neurological aspects of these disabilities. Recent advances in neuroscience increase the likeliness of considerable contributions of neuroscience to education, particularly concerning teaching practices with students who have a learning disability. However, at this time, pedagogical and remedial instruction practices inspired by neuroscience research are not always supported by all the scientific evidence needed to ensure their effectiveness. They sometimes also neglect the essential interdisciplinary nature of the perspective of educational neuroscience.
This symposium aims to describe the state of the art of the field of educational neuroscience as to the current and future impact of neuroscience on teaching and remedial instruction practices regarding learning disabilities.
Through examples of interventions suggested by research, the symposium will identify the elements necessary to establish the research-based value of practices stemming from educational neuroscience research, which by their absence in many current interventions, raise the need for additional research results, and highlight the importance for educators to be constantly cautious.
Participants
Julien Mercier
Nienke Van Atteveldt
Maureen Lovett
Jérôme Prado
Line Laplante
Mélanie Bédard
