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They found that all of the articles were attempting to normalize disability. Many of them put distinct separation between typical and atypical learners as well as their potential academic achievement. Nachman also found that many of the articles showed a lack of autonomy for neurodivergent students.
In this work, Shatz and Hoff include a broad discussion of language development across time for both typical and atypical learners and considering monolingual and bilingual contexts. [16] Language acquisition in the context of bilingual education is vastly discussed in Shatz's book The education of English language learners: Research to practice.
Educational neuroscience (or neuroeducation, [1] a component of Mind Brain and Education) is an emerging scientific field that brings together researchers in cognitive neuroscience, developmental cognitive neuroscience, educational psychology, educational technology, education theory and other related disciplines to explore the interactions between biological processes and education.
Atypical development and typical development are mutually informative. Therefore, developmental psychopathology is not the study of pathological development, but the study of the basic mechanisms that cause developmental pathways to diverge toward pathological or typical outcomes; Development leads to either adaptive or maladaptive outcomes.
[45] [page needed] Some learners respond best in instructional environments based on an analysis of their perceptual and environmental style preferences: most individualized and personalized teaching methods reflect this point of view. Other learners, however, need help to function successfully in any learning environment. If a youngster cannot ...
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Higher academic achievement: Mainstreaming has shown to be more academically effective than exclusion practices. [9] For instance, the National Center for Learning Disabilities found that the graduation rate for students with learning disabilities was 70.8% for the 2013-2014 year, [10] although this report does not differentiate between students enrolled in mainstreaming, inclusive, or ...
Her textbooks are Typical and Atypical Development in Early Childhood (Memo Press, 1999), Early Development, Risk and Disability: Relational Contexts (Pearson, 2004) and with Emily Ap, Child Development and Teaching Young Children (Thomson, 2006). She is also the author of Turquoise: A Love Story (Sid Harta Publishers, 2012). "Emerald: Scenes ...