Brain Plasticity and Learning by Jennifer Anne Hawkins

Author:Jennifer Anne Hawkins
Language: eng
Format: epub
ISBN: 9783030835309
Publisher: Springer International Publishing

5.3 Every Child Matters and Has Different and Similar Needs

As I researched neuroplasticity I came to realise that ‘we are all part of the human family and our brain plasticity makes us all unique.’ Special Educational Needs and Disability (SEND) teachers have direct experience in understanding, supporting and empowering this process. This is why in this section I look at evidence and insights from special needs education. I have the idea these might contribute fresh ideas to mainstream teaching. Good special needs education can evidence the processes involved in plasticity and ways it may fail or can be enabled. If we take seriously that all human beings have unique experiences and preferences in learning, it follows we should explain and acknowledge difference and similarity when teachers are trained. The word ‘special’ has come to be misapplied. If we accept the reality of brain plasticity in practice it should be universally applied. In other words if every child matters and is unique then every child is special. This principle should underpin all approaches to teaching rather than exist as a label or sentimental cliché. See SEND Acronyms Endnote.7

We need fundamental principles and a fair approach to every child. As we teach and parent, it is in our long-term interest to help children to become the best they can be and want to develop themselves to be. Just as we adults are challenged in our everyday lives, we should regard learners of all ages as ‘challenged’ and also ‘special’ in many aspects of life including those who are ‘academic.’ If we want good outcomes, we should be encouraging them in a variety of ways. This is important because learners are inclined to reach inaccurate conclusions about themselves based on their treatment and experience. They should be taught that ‘failing’ and changing one’s approach to life in order to learn and move on is normal. Learners need affirmation and positive regard in order to develop their capabilities. Teachers should help all learners develop confidence including those especially talented in certain ways and neglected within the system. The ultimate judge of their own happiness should be the learner, not just by what they say but by how they behave.

Teachers can be catalysts, developing potential by recognising and researching learners’ abilities, interests and motivations (as they relate to the core curriculum in school), whatever they may be. Teachers can research children’s responses through professional programmes and approaches, adjusting them with insight through experience, feedback and analysis of outcome data. Parents should also be recognised as having a special role as supporters and data collectors. Everyone’s opinion is important even when and perhaps especially we don’t agree. Education is complicated and of its nature is open to adaptation by diverse kinds of people. Teachers need to be taught to be aware of how they can develop their skills, research and adapt as they teach.

Good teachers already do this even when unacknowledged. Their data and student outcomes are reflected informally to justify their work to themselves. They

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