These researches do not conclude that learning disabled students cannot learn, only that there are brain differences. Due to these and other researches, many scientists have concluded that learning disabilities have a neurobiological basis, although clear connections and understandings have not been made nor has treatment or cures. Researchers have also been able to connect a lack of right and left brain functions to a deficiency in the development of those corresponding hemispheres of the brain. There have also been studies that show less electrical activity in certain parts of the brain of dyslexic children. New neuro imaging techniques have been able to show under activity in certain parts of the brain of learning disabled children as compared to their normal learning counterparts. Though so much has been learned in recent years, there are still many more unanswered questions. With new imaging techniques such as CT scans, MRI, PET, rCBF, SPECT, EEG, ERP, and AEP scientist are better able to get clearer and more precise pictures and information of the brain and its development. Since most academic learning is associated with the left side of the brain, it can be deduced that those skills associated with the left side of the brain are also underdeveloped. Because the right side of the brain is larger it would be considered to be more developed and left side less developed. Postmortem examinations of normal brains and brains of persons with learning disabilities also show and prove these abnormal asymmetric problems in the brain. Though this indicates difference, there is no real specific connection or understanding yet as to how these effects the child’s learning. The right hemisphere temporal lobe of children with learning disabilities seems to be large in size than the left temporal lobe in the left hemisphere of the brain. ![]() Asymmetrical problems have also been noted in children with learning disabilities. The child still seems to suffer from problems connected with that early lack of iron. When this iron deficiency is addressed in later childhood, the damage cannot be undone. In early pregnancy or early childhood, children with iron deficiencies show a decrease in brain development. Nutrition also greatly effects the brain development. Early research suggest although have not been able to positively conclude, that there may be a defective linkage on the sixth and fifteenth chromosomes. Familial studies have also been conducted and findings reveal that individuals with a family history of reading disabilities are more likely to also have a reading disability. Fraternal twins on the other hand, have only a forty percent chance of sharing a learning disability. Identical twins have been found to have a sixty-eight percent change of sharing a learning disability. Early research projects have discovered facts that seem to indicate there are some genetic connections between learning disabilities and brain development and function. The most obvious research tool concerning most genetic studies is of course twins. There are trillions of connections the brain must make between neurons connecting different parts of the brain the concept that something could go wrong is not so incredible. The human brain has approximately 100 billion neurons and about one trillion supportive cells. In the earliest stages of development, the brain reproduces and creates as many as 250,000 cells per minute. When one considers the enormous connections and intricacies of the brain, the mere size and complicated parts, it tends to stagger the mind. ![]() Decreases in these brain cells have been connected to lower IQ scores, developmental problems, and lower achievement test scores. It was also noted that malnutrition has been found to decrease the number of certain nerve and brain cells. ![]() Research my Yvonne Brackbill found that neurotoxins greatly affect the brain’s developments of neuro-cells. Most researchers would agree that during early brain development, the brain is more sensitive to trauma and toxins. Studies of early development of the brain have been very revealing. In discussing different concept, ideas, and research conclusions it is important to remember that all brain research is a work in progress and most conclusion are still controversial and open to further research and data. There are many new findings and many ongoing research projects that may some day lead to a better understand of the brain and how the brain is connected to learning problems in children. Medical personnel are learning new things about the brain and its functions every day. The brain is a very complicated and poorly understood even after numerous research projects.
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