Kuntal Chatterjee - Language Learning and the Atypical Brain

Full Title: Language Learning and the Atypical Brain: History, Intervention, and Integration in the Classroom
This paper seeks to confirm the perception of learning abilities being portrayed as a diverse, non-monolithic, and neuro-cognitive mechanism that should be recognized equally across the playing field. DeScioli, Massenkoff, et. al. (2014) suggest that the conversation around equity versus equality can be subjected to an intentional violation of moral ground which is projected for the space that benefits the personal interests of the investors the most. In this sense, policymakers propagating a lack of equal participation of individuals who are negatively labeled ‘slow’ in a classroom setting, in turn, affects the self-identity of the learner.
Traditional classroom teachings have an undeniable impact on students who turn out to operate on the basis of how they were taught versus what they were taught. This personal abdication of responsibility in terms of lack of diversity in teaching techniques towards access in academia has been criticized, and Oleson and T. Hora (2014) suggest that offering teacher training can help improve instruction goals that would positively construct a learning context. In this pursuit, this presentation represents the history, the social conformity, and the ongoing interventions used for learning disabilities and neurodegenerative diseases that attempt to reintroduce the affected individuals back to mainstream language learning.
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