The brain is one large network with many smaller networks that perform different tasks. Brain imaging studies reveal three distinct neural networks at work in the learning brain: recognition networks, strategic networks, and affective networks. These smaller networks are defined relative to function (CAST website, 2009). Universal Design for Learing (UDL) suggests providing enough variety and options to support each individual's learning needs and styles. To support diverse affective networks, UDL calls for appropriate means of engagement. For most (but not all) students, having some choice of "what" and "how" makes the "why" easier to answer (Rose & Meyer, 2002).
Learners cannot be reduced to simple categories such as “disabled” or “bright,” but instead show shades of strength and weakness that make them unique. The modular organization of learning networks and the highly specialized subprocesses within networks mean that each student brings a unique assortment of strengths, weaknesses, and preferences to school (Rose & Meyer, 2002). It is important to understand the role each of the networks plays in the lives of individuals with ADHD.
Recognition Networks: The "What of Learning"
Recognition networks orchestrate the gathering of facts and information—the "what" of learning. Recognition Networks are located in the back of the brain and enable us to identify and understand information, ideas, and concepts. They are specialized to sense and assign meaning to patterns we see, hear, taste, touch, and smell. They allow us to recognize voices, faces, letters, and abstract concepts (Rose & Meyer, 2002).
Individuals with ADHD tend to have abnormal listening patterns. They are unable to screen auditory information and inhibit irrelevant sound. Each sound in the environment is accepted with equal weighting which may lead to the student feeling overwhelmed or distracted. Those with an ADHD diagnosis may have problems maintaining visual attention (Bower, 2003), discriminating between perceptual inputs, and changing the focus of their attention from one to another. UDL suggests representing information and knowledge in a variety of ways to meet the needs of those who struggle in this area.
Recognition represents one way of "knowing" the world: building factual knowledge and relating new information we encounter to what we already know. Traditional curricula focus primarily on recognition, at times overlooking the other kinds of "knowing" served by strategic and affective networks. And yet these networks are no less important to effective learning (Rose & Meyer, 2002).
Affective Networks: The "Why of Learning"
Affective networks determine our motivation, interest and emotional connection to learning—the "why" of learning. They enable us to engage with learning. They are specialized to evaluate and set priorities. “Affective networks attach emotional significance to objects and actions.” People with ADHD may have negative feelings of themselves as learners, workers, friends, etc. People who interact with them may also have these negative images. The impulsiveness, restlessness, fidgeting, inability to keep still and quiet associated with ADHD can be disturbing to others. This can create problems of isolation for children who exhibit these symptoms. Their inability to concentrate and pay attention in school tend to lead to underachievement, which in turn can make them develop low self-esteem and attach negative feelings to school and homework.
Strategic Networks: The "How of Learning"
Strategic networks aid us in planning and executing tasks—the "how" of learning. Strategic networks are primarily located in the frontal lobes. They are utilized to plan, execute and self-monitor actions and skills. They are utilized to generate and oversee mental and motor patterns. (Rose & Meyer, 2002). These planning functions are called executive functions. Students diagnosed with ADHD often struggle with components of executive function such as working memory and recall, internalizing language, activation, arousal and effort. Characteristically they have a tendency to have higher levels of distractibility, to be impulsive and to abandon tasks. It is important that these students develop strategic skills, particularly the ability to plan, self-monitor, and complete tasks. The symptoms of ADHD that describe poor sustained attention, and those that describe impulsivity and poor conflict resolution may relate to deficits in executive function (Swanson et al., 1998).
