Abstract
Intriguingly, there is very little conversation let alone research into the role of neuropsychologists within the education system outside of assessment and intervention (Cleary, 2011; Misheva, 2024). Anecdotally, there has been an increase in recent years in neuropsychologists employed as School Psychologists, with Soheil Afshar and myself convening a neuropsychology in schools network that commenced in 2020. In such a School Psychology role, it became apparent that a neuropsychological lens can offer so much more to the education sector, particularly in the education and training of in-service and pre-service teachers. This presentation will explore some of the opportunities for neuropsychologists to support and influence the education sector to enhance teacher understanding and skills through personal experience as a Clinical Neuropsychologist working as a lecturer and researcher in a Faculty of Education teaching initial teacher education units.
As all Australian jurisdictions move more towards an integrated approach to inclusive education (e.g., Department of Education, Queensland Government, 2021; Education, ACT Government, 2023; NSW Department of Education, 2023), all teachers need a foundation in typical and atypical neurodevelopment. As neuropsychologists with training and an approach to understanding evolving research into brain, behavioural and cognitive development, the impacts of stress, trauma and mental health conditions, and the neurobiological and cognitive basis of learning and memory, we are well placed to translate such research and knowledge for current and future teachers. This supports teachers to develop and embed developmentally appropriate practices in their teaching and classroom management. A neurodevelopmental framework provides a lens for teachers to understand the impacts of neurodevelopmental disorders, brain injuries, stress, trauma and mental health conditions and how to differentiate and adjust not just the curriculum but their teaching strategies and approaches to behaviours. This approach may also facilitate an alternative perspective for teachers on their perceptions of students, and there is scope to explore whether it enhances teachers’ self-efficacy in working with diverse students.
Initial teacher education courses also include units that explore theories of learning that have typically evolved from psychological research and form the foundation for pedagogy. Texts support the exploration of traditional theories (such as Piaget’s Cognitive Developmental Theory, Vygotsky’s Sociocultural Theory and Bandura’s Social Cognitive Theory) in depth, and provide some introduction to newer “information processing theories” and teaching approaches stemming from these (such as Cognitive Load Theory, Metacognitive Theory). However, there is little depth of exploration of the neurocognitive bases of learning, and the role of systems beyond working and long-term memory (particularly attention and executive functions) particularly in the initial teacher education space. Bringing a neuropsychological lens to the neurocognitive processes of learning can support teachers in these foundations and can translate to the application of teaching approaches that will facilitate optimal learning for all students.
This presentation seeks to open the conversation for the wider role that neuropsychologists can play within the educational space and the avenues for research.
Key References
Cleary, M.J. (2011). Developments in clinical neuropsychology: Implications for school
psychological services. Journal of School Health, 81(1), 1-7. DOI: 10.1111/j.1746-
1561.2010.00550.x.
Department of Education, Queensland Government. (2021). Inclusive Education Policy.
https://ppr.qed.qld.gov.au/pp/inclusive-education-policy
Education, ACT Government (2023). Inclusive education: A disability inclusion strategy for ACT
public schools 2024-2034.
https://www.education.act.gov.au/__data/assets/pdf_file/0005/2338430/Inclusive-
Education-Strategy.PDF
Misheva, E. (2024). Educational Psychologists and paediatric neuropsychology: Expanding the
frontiers of Educational Psychology practice [Doctoral thesis, UCL Institute of Education]
https://discovery.ucl.ac.uk/id/eprint/10100524/1/Misheva_10100524_thesis.pdf
NSW Department of Education (2023). Inclusive education statement for students with
disability. https://education.nsw.gov.au/content/dam/main-education/teaching-and-
learning/disability-learning-and-support/our-disability-strategy/inclusive-
education/Inclusive-Education-Statement.pdf
As all Australian jurisdictions move more towards an integrated approach to inclusive education (e.g., Department of Education, Queensland Government, 2021; Education, ACT Government, 2023; NSW Department of Education, 2023), all teachers need a foundation in typical and atypical neurodevelopment. As neuropsychologists with training and an approach to understanding evolving research into brain, behavioural and cognitive development, the impacts of stress, trauma and mental health conditions, and the neurobiological and cognitive basis of learning and memory, we are well placed to translate such research and knowledge for current and future teachers. This supports teachers to develop and embed developmentally appropriate practices in their teaching and classroom management. A neurodevelopmental framework provides a lens for teachers to understand the impacts of neurodevelopmental disorders, brain injuries, stress, trauma and mental health conditions and how to differentiate and adjust not just the curriculum but their teaching strategies and approaches to behaviours. This approach may also facilitate an alternative perspective for teachers on their perceptions of students, and there is scope to explore whether it enhances teachers’ self-efficacy in working with diverse students.
Initial teacher education courses also include units that explore theories of learning that have typically evolved from psychological research and form the foundation for pedagogy. Texts support the exploration of traditional theories (such as Piaget’s Cognitive Developmental Theory, Vygotsky’s Sociocultural Theory and Bandura’s Social Cognitive Theory) in depth, and provide some introduction to newer “information processing theories” and teaching approaches stemming from these (such as Cognitive Load Theory, Metacognitive Theory). However, there is little depth of exploration of the neurocognitive bases of learning, and the role of systems beyond working and long-term memory (particularly attention and executive functions) particularly in the initial teacher education space. Bringing a neuropsychological lens to the neurocognitive processes of learning can support teachers in these foundations and can translate to the application of teaching approaches that will facilitate optimal learning for all students.
This presentation seeks to open the conversation for the wider role that neuropsychologists can play within the educational space and the avenues for research.
Key References
Cleary, M.J. (2011). Developments in clinical neuropsychology: Implications for school
psychological services. Journal of School Health, 81(1), 1-7. DOI: 10.1111/j.1746-
1561.2010.00550.x.
Department of Education, Queensland Government. (2021). Inclusive Education Policy.
https://ppr.qed.qld.gov.au/pp/inclusive-education-policy
Education, ACT Government (2023). Inclusive education: A disability inclusion strategy for ACT
public schools 2024-2034.
https://www.education.act.gov.au/__data/assets/pdf_file/0005/2338430/Inclusive-
Education-Strategy.PDF
Misheva, E. (2024). Educational Psychologists and paediatric neuropsychology: Expanding the
frontiers of Educational Psychology practice [Doctoral thesis, UCL Institute of Education]
https://discovery.ucl.ac.uk/id/eprint/10100524/1/Misheva_10100524_thesis.pdf
NSW Department of Education (2023). Inclusive education statement for students with
disability. https://education.nsw.gov.au/content/dam/main-education/teaching-and-
learning/disability-learning-and-support/our-disability-strategy/inclusive-
education/Inclusive-Education-Statement.pdf
Original language | English |
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Pages | 1-2 |
Number of pages | 2 |
Publication status | Unpublished - 27 Sept 2024 |
Event | ACNpA (Australian Clinical Neuropsychology Association) International Neuropsychology Conference - Brisbane, Australia Duration: 27 Sept 2024 → 28 Sept 2024 https://www.acnpa.com.au/ |
Conference
Conference | ACNpA (Australian Clinical Neuropsychology Association) International Neuropsychology Conference |
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Country/Territory | Australia |
City | Brisbane |
Period | 27/09/24 → 28/09/24 |
Internet address |