Neuroscience and SLD: teacher ignorance
DOI:
https://doi.org/10.17561/riai.v7.n2.6362Keywords:
neuroscience, specific language disorder, dysphasia, language, teachers, inclusionAbstract
The present work is carried out in order to review and analyze the results of studies published on neuroscience and Specific Disorders of Language and/or dysfasia. Neuroscience is proposed as an effective tool for the detection and intervention of these pathologies, in order to achieve an inclusive and inclusive educational response. After researching these articles, it has been found that teachers do not have knowledge about the neuroscience implemented in education, as an effective strategy to know how the brain of students works, and, therefore, how they learn. In addition, it has been verified that they do not know the aspects that can influence in possible cases TEL or dysphasic, or how to carry out an educational intervention. Therefore, the need arises to delve into the topic for the early detection of them.
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Copyright (c) 2021 María Moreno Maestre
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