B.)+The+Networks

The brain is composed of two materials called gray matter and white matter. The gray matter is the area where the information that we take in is processed. A person with less gray matter could have problems with sound structure whereas a person with less white matter may have trouble with the brain’s regions communicating (Hudson, High, & Al Otaiba, 2007). In other words, whether it’s the gray matter or white matter, any part of the brain that is less than normal will result in a learning difference. One difference that has been identified is dyslexia (Hudson, High, & Al Otaiba, 2007).

What is more important to note is that the gray matter has several networks that are key to the learning ability. The primary networks are called recognition, strategic, and affective. All three networks are distinctively different yet work together allowing various tasks to be completed. (Rose, Meyer, Strangman, & Rappolt, 2002). Therefore when the brain has less gray matter, these networks are affected thus affecting learning. This affect contributes to some of the causes of learning differences. To assist learners with the barriers that the learning differences cause, educators can implement UDL in their curricula. UDL is based upon the three networks with the idea of reaching all students especially those with learning differences.

The general idea of the three main networks of the brain are:

Recognition Network is considered to be the "what" of learning. With this network learners:
 *  Gather facts
 * Identify what we see, hear, and read
 * Categorize what we see, hear, and read

Strategic networks is considered to be the "how" of our learning. Using this network, learners:
 * Tasks planning for gathering and organizing ideas
 * Task performance for expressing those ideas

Affective networks is considered the "why" of learning. This network shows the motivation and engagement of students.

 Click http://mywebspiration.com/view/491161a3c9e to see the a visual representation of the neural networks.

References

Hudson, R. F., High, L., & Al Otaiba, S. (2007). //Dyslexia and the brain: what does current research tell us?// Retrieved from [].

Rose, D. H., Meyer, A., Strangman, N., & Rappolt, G. (2002). //Teaching every student in the digital age: Universal design for learning.// Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved from @http://www.cast.org/teachingeverystudent/ideas/tes