Teaching professionals have often been beset with the challenge of determining the methodology for learning delivery in and out of the class for children whose learning abilities differ in numerous ways – from exceptionally gifted to dyslexia, ADHD, etc. Teachers are not neuro-scientist and our environment lacks the support for enhancing teachers with scientific information on improving children learning. To make matters worse parents are not forthcoming in sharing and/or agreeing to work with schools/ teachers on the challenges of our children.
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