Neurobiological foundations of learning: a systematic review of efficacy of brain-based learning strategies for learning disabilities

Abstract

Learning disabilities hinder brain development, resulting in impairments in the capacity to develop learning capabilities. Education involved in developing the brain and learning capabilities, that helps to manage learning disabilities. For this, teachers should have the potential to integrate neuroscience in general classrooms. Brain-based learning provides the foundation that integrates classroom practices with the neurological findings. This paper systematically reviews the efficacy of brain-based learning strategies in managing learning disabilities. This systematic review aims at identifying articles which include the brain-based learning strategies interventions that enhance the learning capabilities in the learners with learning disabilities. For this, academic intervention based on neuropedagogy, termed “brain-based learning strategies”, “brain-based instructions”, and “brain-compatible teaching”, along with the learning disability which is termed “learning disabilities”, “learning disorders”, “dyslexia”, and “dyscalculia”, are being reviewed. For this systematic review, four databases (PubMed, Taylor & Francis, ScienceDirect, and ERIC) were used. After including the MeSH of PubMed and the Thesaurus of ERIC, two reviewers independently reviewed and sought out four out of the 438 studies that align with the inclusion criteria. This systematic review indicates that when brain-based interventions are provided to the learners in the terms of strategies such as multisensory instructional techniques, constructivism teaching, orchestrated immersion, relaxed alertness and active processing, can bring out the development of various learning capabilities as improves the functions of mind, improving study habits and relieving test anxiety and improve the mathematical skills and scientific thinking in learners with learning disabilities.