While there is the likelihood that student, teacher, and psychologist will benefit from neuropsychological work carried out in classrooms, experience suggests that there is often a problem of communication of information between neuropsychologist and teacher. The nature of this problem is discussed here and a means of resolution is suggested. An information-processing model of cognition ispresented which has been used with parents and teachers in order to provide a means of translation between the brain/processing schema of the neuropsychologist and the teaching schema of the teacher. A checklist of questions that focuses the attention of both teacher and psychologist on potential problem areas in each of the phases of the model is also presented.
|Number of pages||7|
|Journal||The Australian Educational and Developmental Psychologist|
|Publication status||Published - May 1992|