Brain-compatible education and the application of neuroscience in the classroom, if implemented correctly, has many benefits for the learner. However, it is not a win-win approach on all fronts. Specifically, there are limitations of the theory when applied to special education classrooms. According to Alferink and Farmer-Dougan (2010) “It is critical to understand how neuroscience may support good educational practices while at the same time temper the excitement with an understanding of the limitations of neuroscience applications to special education” (p. 42).

In preparation for this discussion, read Chapters 4-6 from your Jossey-Bass reader, and the Brain-(not) based education: Dangers of misunderstanding and misapplication of neuroscience research article.

1. Alfernick and Farmer-Dougan (2010) discuss neuroscience based practices (Right vs. Left Brain instruction, Critical Periods, Brain-based education, and brain-compatible teaching). After reading the article, you will respond to the assigned discussion points/questions based on your last name and the corresponding topic.
   

   Last Name Starts With	Neuroscience Based-Practice
   A - E	Left-Right brain instruction
   F - J	Critical periods
   K - O	Brain-Based Education
   P - Z	Brain-Compatible teaching

2. Using the above readings, answer the following three prompts:
   • Define and explain the neuroscience based practice that corresponds to your last name.
   • Discuss how this principle relates to special education and how it impacts learning in the classroom.
   • Evaluate the premise of whether or not neuroscience based practices could be beneficial for special education classrooms.
   • Explain your conclusion by referencing theory, research, and professional experiences.

My part is P-Z Brain-Compatible Teaching

http://vizedhtmlcontent.next.ecollege.com/pub/content/4b05b473-2554-415a-9126-1ee8b27601bc/brain_not_based_education_p.pdf

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