Improving Attention and Memory

Improving Attention and Memory

Several strategies may be used to improve the memory of all students, including those with special needs. One of the strategies that may enhance attention and retention of course material for students, especially those with special needs, is the use of visual aids (Mastropieri & Scruggs, 2017). Teaching students with visual aids such as pictures and diagrams, has proved to be effective in improving attention and memory among students with and without special needs. Pictorial representation of a concept that is being taught captures the student’s attention, enabling him or her to comprehend the concept. Moreover, a student’s attention is easily achieved with visual aid as the diagram, or the picture may be interesting. Consequently, the student is able to retain the concept enabling easy remembrance, leading to better performance. Therefore, using visual aids is an effective strategy that may help improve attention and memory among all students, especially those with special needs.

Advantages and Limitation of Use of Visual Aids

Using visual aids while teaching students with and without special needs has a couple of advantages, which include enhancing retention of course material. Diagrams enable a student to have a vivid image of the concept they are being taught, enabling them to understand it and remember it easily (Shabiralyani, Hasan, Hamad, & Iqbal, 2015). Another advantage of using visual aids while teaching is that they engage the students keeping them interested in what is being taught. Keeping students engaged while teaching them a new concept is critical, as it facilitates understanding of the concept being taught, boosting memory. Even though the use of visual aids while teaching has many benefits, it has limitations, which reduces its effectiveness. Among the limitations of using visual aids to improve attention and memory is that if it is not properly designed, the visual aid may make it difficult for the learners to understand the concept being taught.

References

Mastropieri, M. A., & Scruggs, T. E. (2017). The inclusive classroom: Strategies for effective differentiated instruction. Pearson.

Shabiralyani, G., Hasan, K. S., Hamad, N., & Iqbal, N. (2015). Impact of Visual Aids in Enhancing the Learning Process Case Research: District Dera Ghazi Khan. Journal of education and practice, 6(19), 226-233.