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Understanding NeuroEducation: Addressing Learning Challenges in Students

This presentation introduces NeuroEducation, exploring its historical context and primary concerns, focusing on conditions like ADHD and Dyslexia. NeuroEducation aims to understand how neurological disturbances affect student learning. By recognizing issues such as attention-deficit disorders and dyslexia, educators can collaborate with specialists to adopt inclusive educational methods. The session will review research findings on ADHD, including brain activation patterns, and provide insights into how these challenges can be tackled to foster better learning environments for affected students.

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Understanding NeuroEducation: Addressing Learning Challenges in Students

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  1. Introduction to NeuroEducation 授課老師：龔俊嘉 101.11.28

  2. Outline • NeuroEducation • 歷史 • 主要課題 • ADHD(Attention-Deficit /Hyperactivity Disorder) • Dyslexia • 未來展望

  3. NeuroEducation • Neuroeducation is to understand what nervous , disturbances and diseases, in students can affect their learning. • Teachers can collaborate with other professionals to address it in terms of special education methods for social inclusion of his/her affected students.

  4. Common ailments • Neuroeducationencompasses the study of common ailments such as: • Dyslexia • Attention-deficit hyperactivity disorder(ADHD) • Learning disability • Vision and hearing impairment • Mental diseases such as depression, anxiety, etc.

  5. Attention-deficit hyperactivity disorder(ADHD) • Definition of ADHD • It describes children who display persistent age-inappropriate symptoms of inattention, hyperactivity, and impulsivity that are sufficient to cause impairment in major life activities.

  6. Related research of ADHDAtypical Motor and Sensory Cortex Activation inAttention-Deficit/Hyperactivity Disorder: A FunctionalMagnetic Resonance Imaging Study of SimpleSequential Finger Tapping Figure 1. Areas of activation during sequential finger tapping within the (A) control group (B) ADHD group at a threshold equivalent to corrected. Color images depict peak sensorimotor cortex activation. Conclusions: Despite similar speed of sequential finger tapping, children with ADHD showed decreased contralateral motor cortex and right parietal cortex activation during both right-handed finger sequencing (RHFS) and left-handed finger sequencing (LHFS). The fMRI findings suggest that children with ADHD have anomalous development of cortical systems necessary for execution of patterned movements.

  7. What is Dyslexia? TROUBLE WITH WORDS • DYS = Trouble • LEXIA = Words

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