Neuroscience and its contribution to neuroeducation for individuals with autism spectrum disorder

Abstract

With an increasing prevalence of children with Autism Spectrum Disorder (ASD) in schools, teachers are in need of different effective ways to educate these individuals who have distinctly different needs and modalities of experience. One area that has been explored is neuroeducation, or using findings from neuroscientific research to inform classroom practice. Neuroscientific findings appear to center on two main themes of neurological differences among children with ASD: Sensory processing and emotional processing. This article will review findings in these two main areas and attempt to bridge the connection between such findings and neuroeducation for children with ASD.