When we consider the human brain, the average person has a brain that is similar in size to another human their age. Recent scientific evidence is showing that students and adults with autism have a brain that functions in a different manner. It can have sections that are larger or smaller depending on the individual. Brain research also shows that these variations in brain matter affects a person’s ability to interact with their world differently.
How the brain generally organizes and reorganizes information.
The connection between learning and brain development, including an analysis of how this affects your current or future professional setting.
A minimum of two areas of the brain, such as the cerebellum or the cerebral cortex, that are affected in individuals with ASD. Describe how these areas affect learning, social communication, non-verbal communication, imaginative thought and play, and forming relationships with family and friends for people with autism.
A minimum of two strategies to apply the latest research in neuroscience and brain development to working with students with autism.
Sample Solution
The human brain is an incredible organ that works to organize and reorganize information. It has the capacity to process multiple streams of data at once, enabling us to function in our everyday lives. In attempting to understand individual learning efforts, it is essential to consider how the brain develops and modifies itself as we learn new concepts. This development within the brain affects our ability to respond appropriately in various contexts, including those within our professional settings.
Sample Solution
The human brain is an incredible organ that works to organize and reorganize information. It has the capacity to process multiple streams of data at once, enabling us to function in our everyday lives. In attempting to understand individual learning efforts, it is essential to consider how the brain develops and modifies itself as we learn new concepts. This development within the brain affects our ability to respond appropriately in various contexts, including those within our professional settings.
When looking at individuals with autism spectrum disorder (ASD), research has shown that some areas of their brains may be larger than normal or smaller than average when compared with a typically developing person’s brain. Two key regions affected by ASD are the cerebellum and cerebral cortex.
The cerebellum is responsible for coordination and fine motor control, thus affecting social communication, non-verbal communication, imaginative thought and play as well as forming relationships with family and friends for people with autism. The structure of this region can vary significantly between individuals but appears generally smaller than that of typically developing brains in those diagnosed with ASD; this difference likely contributes towards difficulties such as language processing impairments and social interaction deficits observed in children on the autistic spectrum.
The cerebral cortex controls higher-level thinking skills associated with memory formation, problem solving abilities, concentration levels, attention spans etc., so changes here could affect learning outcomes due to difficulties understanding abstract concepts or forming strong working memories for instance. This area often shows increased size/volume when compared against neurotypical peers but certain sections appear relatively reduced; again these alterations are suspected contributors towards defined characteristics like repetitive behavior patterns seen in many cases of autism diagnosis’s which can have a stark impact on educational attainment if not addressed effectively through specialised interventions/approaches..
In order to apply relevant research findings from neuroscience into practical settings when working with students on the autistic spectrum there are two primary strategies which should be taken into account: Firstly; being aware that potential differences exist within each individual’s neurological make up means greater focus must placed upon assessing all aspects associated during initial stages rather than relying solely upon pre-existing criteria for diagnosis where generalisations about symptomatology may be made without considering any specific nuances linked particularly towards a given student’s situation Secondly; working hand-in-hand alongside experts from related fields who have experience dealing directly with clients impacted by ASD enables practitioners within professional environments access specialist advice/support whenever necessary so best practices can always be ensured whilst also striving towards further personal development
