At the end of the previous century, scientists made the amazing discovery that the brain changed its structure with different activities, perfecting circuits so that performance could be improved. They called this fundamental brain function 'neuroplasticity'. The word 'neuro' comes from the word neuron, that basic structure in our brain and nervous system which conducts the information via electrical charges, and the second word, 'plasticity' comes from the word 'plastic,' material which may be shaped when soft and then hardened to retain the given shape.
As a result of highly sophisticated, non-invasive technology, scientists are able to study the brain in real time and have come to understand how the learning occurs. The brain receives the information via the senses. The brain changes as a result of the input from the world.
The question thus arose. If the brain is changed by exposure from the outside world, how can knowledge derived from neuroscience assist us in teaching in the way that the brain learns optimally. If this is vital for children who have no difficulties in learning, how much more important is this knowledge to address the learning difficulties for those children and adolescents who have specific learning difficulties, such as dyslexia, language-related difficulties, dyscalculia, attention deficit hyperactivity disorder, and those numerous students who are not achieving and making the progress expected of them.
To address the difficulties of these learners, the Turnabout Programme was developed. During the course of a couple of decades, there have been many children, adolescents and university students who have been helped and have gone on to be successful in school, but most importantly, in their lives.