Memory and Processing for Neurodiverse Learners
Memory and processing are interlinked; they work together. This is because the memory has to process information. Difficulties with memory and processing are central to Specific Learning Differences (SpLDs) and disabilities.
Working memory and learning
A key aspect of working memory is that is has limited storage capacity and forget, and this is why it always as an impact educationally on those with SpLDs. Weaknesses in working memory will impact upon:
- Following instructions
- Learning new information
- Thinking and reasoning
- Letter, language and number acquisition
- Vocabulary
- Reading
- Writing
- Spelling
- Note taking
- Learning a foreign language
- Memorising facts, figures and dates.
Long term memory and learning
The long-term memory has significantly greater capacity. It is important for neurodiverse students because of the need to transfer learning from the working memory to become embedded as knowledge in the long-term memory.
There are three processes associated with the long-term memory:
- Encoding
- Storage
- Retrieval
At High Tunstall, to support the working and long-term memory for neurodiverse students we use:
Visual memory strategies
- Storyboards
- Visual mnemonics
- Graphic organiser
- Pairs games
- Anchoring
- Mind Mapping
Auditory memory strategies
- Using music and video
- Rehearsal
- Rote learning
- Verbalising
- Mnemonics
- Acronyms
- Rhyme
- Acrostics
- Chunking
- Recording
Mixed memory strategies
- Movement
- Organisation checklists
- Whiteboards for note taking
- Planning templates and structures
- Word mats
- Frayer Model
- Overlearning and repetition
- Revisiting of key skills throughout the curriculum