KEANUNIVERSITY
UNION, NJ
Spring, 2010
COURSE TITLE
Physiological Bases of Learning
Course Number:SPED 5000
Semester Hours:Three
Prerequisites:None
Limitations on Enrollment:25
Required:M.A. Special Education, Option -
Learning Disabilities
Learning Disabilities Teacher
Consultant Certification Program
Catalog Description
This course provides a basic knowledge of the neurological causes of learning disabilities along with development of skills in recognizing neurological causes of learningdisorders. As students engage in research, they are encouraged to developvalues in brain-based research.
Note: In order to ensure full class participation, any student with a disabling condition requiring special accommodations (e.g. tape recorders, special adaptive equipment, special note-taking
or test-taking procedures) will be strongly encouraged to contact the professor at the
beginning of the course. For the student’s convenience, the professor’s office hours, telephone
number and e-mail address will be listed on the syllabus.
KEANUNIVERSITY OF NEW JERSEY
UNION, NEW JERSEY
COURSE TITLE
Physiological Bases of Learning
1. Course Objectives
Students will achieve growth toward being informed, dynamic, professionals, as
evidenced by demonstration of proficiencies in knowledge and comprehension (K),
value/disposition development (D) and skill development (S).
The student will:
A. understand the central and peripheral nervous system, with special emphasis on the brain as a central processor (K)
B. apply factual knowledge of functional neuroanatomy to various commonly observed associated dysfunctions and/or learning deficits. (K, S)
C. develop an in depth study of one disability and associated physiological causes
(K, S, D)
D. analyze measurement techniques in the neurophysiological domain (K, S)
E. examine new breakthroughs being made in brain research and how they relate
to the field of education (K, S, D)
F. evaluate and synthesize the application of brain-based research in the educational
setting for students with disabilities (K, S, D)
IICourse Content
A.The Central and Peripheral Nervous System
1. Mapping out primary regions of the central nervous system
a. the lobes
b. moving from cerebrum (higher level) to brainstem (lower level)
2. Role of the peripheral nervous system
3. Understanding left/right brain differences
a. Demands utilize different areas
b. Split brain patients and their contribution to research
c. connection between hemispheric preference, learning styles and
Theory of Multiple Intelligence
d. Using knowledge in development of educational approaches
4. Multicultural issues
a. Gender differences and research findings
b. Linguistic variations in various languages
c. The aging brain and impact upon functioning
d. Encapsulated vs. pluralistic research on the brain
1. critical analysis of assumptions underlying research
2. application of research
B. Functional Neuroanatomy and Associated Sensory Motor Dysfunctions and
Sensory Deficits
1. processing of sensory information
a. Auditory processing
b. Visual processing
c. Haptic processing
d. Stimulus integration
2. Memory and memory deficits
a. Short term vs. long term memory
b. methods for enhancing memory, based upon knowledge of brain
3. Language and language deficits
a. As a symbolic operation
b. Auditory/visual decoding or reception in language (Dyslexia, Aphasia)
c. Encoding or expression of language
1. Spoken language (Aphasia)
2. Problems in written language (Dysgraphia)
3. Causes of numerical dysfunction (Acalculia)
4. Traumatic brain injury
a. Prognosis, based upon coma and recovery
b. Characteristics of traumatic brain-injured individuals
c. Similarities between TBI and LD students
d. Planning for rehabilitation and remediation through education
C. In-depth study of disability
1. Selection of the topic
2. Searching the literature (abstracts, journals, CD Rom, Internet)
3. Peer teaming/review to discuss interests
4. Use of standards for written work (APA format)
5. Writing in-depth research paper and sharing results of research
D. Measurement techniques in neurological assessment
1. Neurological screening
2. Neuroimaging techniques
E. New breakthroughs in brain research
1. Exploring area of research interest
2. Ongoing review of current issues/research
3. Written report on recent breakthroughs
F. Brain-based research
1. Implications of research for educations
2. Learning to develop practices that consider brain-based knowledge
a. memory
b. left/right brain functioning
c. emotions
d. knowledge of neuropsychological, neurophysiological domains
IIIMethods of Instruction
A. Instructor lectures
B. Use of models, charts and related visual aides
C. Powerpoint and Internet
D. Student creation of maps, along with teacher maps (color-coded)
E. Peer teaching and think pair-share
F. Cooperative groups
G. Peer review
H Student self-assessment and survey
IV Methods of Evaluation
A. Written reports (K, S. D)
B. Written examinations (K, S)
C. Class discussion (K, S, D)
V Suggested Text
Sousa, D. (2007). How the special needs brain learns (2nd ed.). Thousand Oaks, CA:
Corwin Press.
BIBLIOGRAPHY
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SEMINAL WORKS
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Jensen, E. (2000). Music with the brain in mind. San Diego: The Brain Store.
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NON PRINT RESOURCES
Benesh, B. The human brain professional inquiry kit. Thousand Oaks, CA: Corwin.
The Brain and Mathematics. DVD and Facilitator’s Guide. Alexandra, VA: ASCD.
D’Arcangelo, M., & Neiboer, L. The Brain and Learning. (videorecordings). Alexandria, VA:
ASCD.
Jenson, E. 2006). How the student brain learns. CD-Rom. Thousand Oaks, CA: Corwin.
Jensen, E. Successful applications of brain-based learning. A two tape series. Port Chester: NPR
Learning Styles Resources for K-12.
The Secret Life of the Brain (videorecording). Alexandria, VA. links.ht.
Tate, M.L. (2009). Shouting won’t grow dendrites: A multimedia kit for professional
development. Thousand Oaks, CA: Corwin Press.
Tate, M. (2006). Worksheets don’t grow dendrites: A multimedia kit for professional
development. Thousand Oaks, CA: Corwin Press.
Teaching the Adolescent Brain DVD with Facilitator’s Guide. Alexandria, VA: ASCD.
WEBSITES
Brain and Education Resources. This websites informs educators of advances in neuroscience and how it applies to education.
B2B Yellowpages. This website provide resources on brain-based teaching websites and brain-based teaching strategies.
Brain Collection. This web resource from Posit Science provides the latest news about the brain.
Brain World. A web-based magazine that provides articles and information on brain research.
Brains.org. This website contains articles on how to teach to the brain.
Creative Learning Connection, Inc. This website provides information on learning, including articles and staff development opportunities.
Index of Learning Styles. Additional resources on the Index of Learning Styles.
International Brain Research Organization. This Society provides information on events and also publishes a journal on neuroscience. _Front.asp.
Neuroscience. Many links to other sites.
Neuroscience Education Resources. This website is a resource for educators, scientists and parents who want to access information about the brain and the central nervous system.
Teacher Tap. Professional Development Resources for Educators and Librarians. This website provides information on various areas, including brain-based learning.
Wilson’s Links on Brain-Based Teaching. Insights into what neuroscience says about
Teaching and learning.