Cognitive Sciences and SEND

The field of cognitive sciences can be very important when developing interventions specific to students with special educational needs.

Typical vs Atypical

Cognitive sciences allow the controlled comparison with typical populations so that each group receives the best intervention.

Atypical vs Atypical

Cognitive sciences also lets us identify different causes of the same difficulty.
For example, two students may have dyslexia, but that does not mean their brain has the same functioning.
Understanding the different causes of similar patterns allows us to develop more specific and more effective interventions.

Early diagnosis

Cognitive sciences can help to identify a struggle before it appears.
The use of biomarkers offers a way to start interventions as soon as possible, increasing their effectiveness.
However, some researchers argue that diagnosing a child with a learning disability before he or she shows any symptoms may lead to discrimination or stigmatization.

Comparing hypotheses

Cognitive sciences help to test different hypotheses. For example, some researchers argue that dyslexia is caused by problems in the visual cortex, while others say that it is caused by problems in the cerebellum.
By knowing which is correct, we can develop more efficient intervention and learning strategies.

1Important Educational Researchers Currently

1.1Interesting Current Educational Researchers

1.1.1Mary Myatt

1.1.2Daisy Christodoulou

1.1.3Alex Quigley

1.1.4David Didau

2How to Have an Evidence-Informed Classroom

2.1How to Have an Evidence-Informed Classroom

2.1.16 Steps by the Evidence Based Teachers Network

2.1.23 Steps by the George W. Bush’s Institute

2.1.35 Steps by the University of Birmingham

3Interleaving

3.1Optimum Interleaving

3.1.1Optimum Interleaving

4Curriculum

4.1Cognitive Sciences and SEND

4.1.1Cognitive Sciences and SEND

4.2Curriculum Design

4.2.1Curriculum Design

4.3Christine Counsell: Senior Curriculum Leadership

4.3.1What is Senior Curriculum Leadership

4.3.2The Curriculum as a Narrative

5Future Questions

5.1Future Questions

5.1.1Future Questions

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