Neurological Basis of Learning Among Persons with Intellectual Disability

Learning is a complex neurobiological process involving the coordinated functioning of multiple brain systems responsible for attention, perception, memory, executive functioning, emotion and motor activity. Contemporary neuroscience has demonstrated that learning is accompanied by changes in neural connectivity and brain function through mechanisms of neuroplasticity. Understanding these mechanisms is particularly important in the context of persons with intellectual disability. In persons with intellectual disability there are differences in cognitive and adaptive functioning that may influence attention, working memory, executive functioning & language, problem-solving and the acquisition & generalization of new skills. This review examines the neurological basis of learning and considers the relevance of Brain-Based Learning (BBL) as a neuroscience-informed educational framework for learners with intellectual disabilities. A narrative review of peer-reviewed research, systematic reviews, meta-analyses and scholarly books was undertaken. The literature was thematically synthesized around brain structures involved in learning, neuroplasticity, memory, attention, executive functioning, emotional processing and the cognitive characteristics associated with intellectual disability. The review further examines major principles of Brain-Based Learning, including multisensory instruction, active engagement, meaningful learning, emotional support, repetition, individualized instruction and inclusive classroom practices. The reviewed literature indicates that learning is facilitated when instruction is meaningful, appropriately challenging, emotionally supportive and responsive to individual differences. This article contributes to improved engagement, knowledge acquisition, memory retention and participation among learners with intellectual disability.