ABSTRACT
Although, as can be seen from my introduction to this book, I am a great believer in and participant in neuroeducation, I am also aware of the fact that there are many incomplete, misunderstood, poorly documented, and purely theoretical brain-based explanations and interventions for learning disabilities. These are enthusiastic but not evidence-supported extensions from what people think are neurological facts about the organization and the development of the brain. It is wonderful to bring into schools knowledge about the developing brain, which is the basic meaning of “neuroeducation,” applied to general as well as special education. On the other hand, many longstanding or current claims that education is being supplemented, enhanced, or modified on the basis of neuroscience are either completely irrelevant or exaggerated.
