By Winand H Dittrich
Bringing jointly learn on how the mind learns, this source is helping educators realize, comprehend, and educate the starting to be numbers of kids with multiple situation or disease
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Extra info for Educating Children with Complex Conditions: Understanding Overlapping & Co-existing Developmental Disorders
2006) Can’t Learn, Won’t Learn, Don’t Care: Troubleshooting Challenging Behaviour. London: Continuum. This SAGE ebook is copyright and is supplied by NetLibrary. Unauthorised distribution forbidden. 19 This SAGE ebook is copyright and is supplied by NetLibrary. Unauthorised distribution forbidden. 2 The brain, developmental disorders and their effects on learning This chapter covers: • the nature of learning and the part that memory plays in the learning process • how the brain develops and learns • the aetiology of developmental disorders and how far they share the same neurological abnormalities • what is known about the causes of neurodevelopmental disorders and their co-morbidity • how particular difficulties are likely to impede a child’s ability to learn.
As a general rule, the regions towards the centre and the bottom of the brain are concerned with balancing internal and automatic body functions, and with relaying information to and from the outer parts. Interior parts of the brain that are relevant to the neurological impairments found in the developmental disorders being considered include: the brain stem, which is the oldest and deepest part of the brain, controlling vital functions such as breathing, body temperature, blood pressure and digestion, and the cerebellum (or little brain), which is at the back of the brain, and is involved in learning, and in coordinating movement and balance.
2) which relate to divisions of the cortex (or outer layer of the brain): • The frontal lobe is the largest and is sometimes referred to as the executive control centre, as it monitors higher-order thinking, directs the planning of actions and decision making, instigates problem solving, and regulates the excesses of the emotional system. The frontal lobe continues to mature into early adulthood, so it is not fully operational during adolescence. • The temporal lobe includes areas concerned with learning and memory.