Brain-(not) Based Education: Dangers of Misunderstanding and

Oversimplification or inappropriate interpretation of complex neuroscience research is widespread among curricula claiming that brain-based approaches are effective for improved learning and retention. We examine recent curricula claiming to be based on neuroscience research, discuss the implications of such misinterpretation for special education, how neuroscience actually supports many traditional teaching methods, and suggest ways to foster more accurate understanding of neuroscience research and its potential for application in the special education classroom. Progress in neuroscience over the past several decades has led to a greater understanding of how the brain functions as a child learns. Thus, it is not surprising that educators have sought to incorporate neuroscience research findings into the special education classroom. Indeed, several authors have indicated these neuroscience developments represent a “new paradigm ” in not only special education but regular education as well (Jensen, 2008). Unfortunately, some of these efforts may be premature, based on conclusions that go beyond existing data, or are simply not supported by current evidence. Use of emerging data on brain lateralization, emphasis on particular critical periods for brain development, and misinterpretation of synaptic changes that occur during learning have resulted in teaching strategies that are ineffective