Leveraging Neurotechnology for Neurodivergent Education: A Narrative Review
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| Title: | Leveraging Neurotechnology for Neurodivergent Education: A Narrative Review |
|---|---|
| Language: | English |
| Authors: | Dian Jiao (ORCID |
| Source: | Learning: Research and Practice. 2025 11(1):13-37. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Neurodevelopmental Disorders, Students with Disabilities, Technology Uses in Education, Brain, Student Needs, Symptoms (Individual Disorders), Attention Deficit Disorders, Short Term Memory, Executive Function, Perceptual Impairments, Communication Problems, Intervention, Spectroscopy, Diagnostic Tests, Biofeedback, Equal Education, Barriers |
| DOI: | 10.1080/23735082.2025.2517052 |
| ISSN: | 2373-5082 2373-5090 |
| Abstract: | Neurotechnology is increasingly transforming education with promising potential for providing tailored support for neurodivergent students. By utilizing electroencephalography (EEG), functional near-infrared spectroscopy (fNIRS), neurofeedback, and brain-computer interfaces (BCIs), these technologies enable real-time monitoring of students' cognitive states and learning efficacy. Monitoring brain activities could facilitate educators' improvement of inclusive pedagogical approaches in schools. However, implementing these solutions remains complex, raising various ethical and practical issues including data privacy, informed consent, equal access, and teacher preparation needs. This review comprehensively synthesizes the current literature examining neurotechnology's affordances and challenges in neurodivergent education. This underscores the necessity of providing implementable recommendations to educators, researchers, and policymakers while outlining future research agendas to drive ethical and efficient neurotechnology use in diverse learning environments. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1478677 |
| Database: | ERIC |
| Abstract: | Neurotechnology is increasingly transforming education with promising potential for providing tailored support for neurodivergent students. By utilizing electroencephalography (EEG), functional near-infrared spectroscopy (fNIRS), neurofeedback, and brain-computer interfaces (BCIs), these technologies enable real-time monitoring of students' cognitive states and learning efficacy. Monitoring brain activities could facilitate educators' improvement of inclusive pedagogical approaches in schools. However, implementing these solutions remains complex, raising various ethical and practical issues including data privacy, informed consent, equal access, and teacher preparation needs. This review comprehensively synthesizes the current literature examining neurotechnology's affordances and challenges in neurodivergent education. This underscores the necessity of providing implementable recommendations to educators, researchers, and policymakers while outlining future research agendas to drive ethical and efficient neurotechnology use in diverse learning environments. |
|---|---|
| ISSN: | 2373-5082 2373-5090 |
| DOI: | 10.1080/23735082.2025.2517052 |
