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This is the first stage of memory that holds onto information from our senses (sight, sound, touch). This only lasts a few seconds, but it is essential for attention. For example, in my 2nd grade special education classroom, a student might hear my directions nut unless i have their attention with a visual or gesture, the information may disappear before it enters their working memory.

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Short-Term (Working) Memory: This is what some people call the “workspace” of our brain. Which holds about 5-9 pieces of information at a time (Sousa, 2022). For students with ADHD or processing disorders, multi-step directions such as “grab your book and turn to page 11, an underline the word butterfly” can be very overwhelming. To support my students, I provide them with the directions broken down into smaller steps so that they can focus on one thing at a time. When I know that step is complete, I will then explain the next step.

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This is the brain’s storage system for information that we retain over time. Long-term memory includes declarative memory, which stores facts and information that can be consciously recalled, such as math rules or vocabulary words, and non-declarative memory, which involves skills, habits, or procedures that are recalled automatically, like riding a bike or solving a familiar type of math problem. Learning is most effective when students can connect new knowledge to prior experiences or previously learned skills.

For instance, in my classroom, I use math games that provide repeated practice and exposure in engaging ways. These games help students reinforce declarative memory by recalling math facts, while also strengthening non-declarative memory as they develop problem-solving routines and strategies that become automatic over time.

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Memories are encoded in the hippocampus and linked with other parts of the brain for storage. Repetition, emotional connection, and sensory involvement strengthen these pathways and make recall easier over time (Sousa, 2022).

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Retention refers to how learners can hold onto knowledge and skills over a period. This is not about memorizing facts for a test coming up, but to recall this information months or years later. For example, in my 2nd grade special education classroom I want the students to be able to recall math facts not just for the specific unit but to build on this knowledge for the next units we learn. Without strong retention, students may feel behind and need to start over and this can lower their confidence and engagement.

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Transfer is the learner's ability to take what they have learned in one setting and connect it to a new context. For example, if students practice problem solving in a math lesson, I want them to use those strategies when figuring out what supplies they need for an art project. The goal is to have students transfer that thinking when having to solve real-world problems. Transfer is extremely important in special education since many students may struggle with generalization. Explicit teaching, modeling, and providing opportunities for the students to practice in different environments can support this process. Ultimately transfer ensures that learning is not only locked in one single task or subject but becomes a useful tool that student’s and teachers can use in their academic and personal lives.

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For many students who have experienced trauma, their brains may prioritize survival over learning. Stress hormones affect the hippocampus and prefrontal cortex, which make it harder to store and retrieve new information (University of North Carolina, 2022). For students who have experienced trauma they may appear inattentive, but their brains may just be focused on surviving rather than learning the content. Traumatic experiences can activate the amygdala and overstimulate the brain’s stress response system, which disrupts normal functioning of the hippocampus—the brain region responsible for consolidating and retrieving memories (GCU, 2023).  In my own classroom, I’ve seen some of my students struggle not because they lacked the ability, but because their emotional state interfered with memory processing.

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The hippocampus and prefrontal cortex play important roles in storing and retrieving memories. When these areas are functioning properly, students are better able to process, recall, and retain new information. However, I have seen students struggle to remember lessons from the previous day—not because they lacked ability, but because their emotional state prevented the brain from fully encoding the experience into memory. Trauma can interfere with this process, impairing both short-term and long-term memory. For many students, trauma also leads to fragmented or intrusive memories, which disrupt concentration and make learning even more challenging (McREL, 2020). To support these students, memory can be strengthened through strategies such as repetition, practice, and making meaningful connections. These approaches increase retention and enhance the transfer of knowledge, allowing students to apply what they have learned in new contexts (Harvard Health Publishing, 2021).

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Helping Students Make Meaningful Connections

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Helping Students Make Meaningful Connections

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One powerful strategy is to encourage my students to link new content to their own personal experiences or any prior knowledge they have. For example, this looks like when teaching a math lesson on addition, I could relate the concept to sharing snacks or counting toys that I know the kids like. This will strengthen neural pathways and help students see the relationship to learning. For learners who may have experienced trauma, making meaningful connections like this will foster a sense of familiarity as well as safety which will help reduce the stress of the student and eventually improve their memory retention.

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Incorporating Multisensory Learning Experiences 

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Incorporating Multisensory Learning Experiences 

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Another strategy that would help is engaging multiple senses into the learning process that can help boost retentions and transfer. In my classroom, this could be during math class we can use manipulatives, drawing story maps for reading, or adding songs and movement to reinforce vocabulary. Sensory experiences can activate different areas of our brain and make it easier for this information to be stored in long term memory (Teachers Blog, 2023). For our students who have been impacted by trauma, a multisensory approach can serve as a tool for these students as well for them to stay engaged in the lesson.

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Creating a Safe and Predictable Environment 

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Creating a Safe and Predictable Environment 

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Establishing a consistent routine with clear expectations helps student feel secure which allows the hippocampus and prefrontal cortex to function more effectively for learning and recall (GCU, 2023). Truma can impair memory when our students feel uncomfortable or uncertain. In my classroom, i like to use visual schedules, calm down corners, and limit transitions. This is a structure that has worked and continues to work for my students; not only does it support memory, but it helps the students emotionally regulate themselves as needed in order to participate and follow along.

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Creating a Safe and Predictable Environment

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Memory, retention, and transfer form a foundation for effective learning. In our general education classrooms this allows students to recall information, apply it across a variety of settings, and foster deeper comprehension. In special education classrooms the importance is even greater. Some students with learning differences or who have experienced trauma struggle with retrieving information which can directly impact their academic performance and confidence (McREL, 2020).

For special education teachers, instruction must go beyond simply presenting content; it should be designed to support each student’s brain processing and delivered in a way that helps them effectively store and retrieve information. When using strategies we must make meaningful connections, incorporate multisensory approaches, maintain a safe area, and a predicable environment for our students. These approaches meet the cognitive and emotional needs of our students, which makes learning more accessible, sustainable, and engaging for our students (Teachers Blog, 2023).

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When focusing on memory, retention, and transfer it matters in special education because it empowers students to build independence, resilience, and confidence. By giving them confidence and the tools that these students need to overcome barriers to eventually academically thrive in their learning environments and everyday life. This not only supports individual student growth but also contributes to creating more inclusive, equitable, and effective learning environments (GCU, 2023).

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List of APA Resources

Grand Canyon University. (n.d.). What is differentiated instruction? Grand Canyon University. https://halo.gcu.edu/lti-launch/8750c08b-1065-4c12-a886-ea4d3bbfc52b/resource/4082be7f-5b85-43f4-86a7-0397d144c9a5?resourceInfoId=68459164-d657-4d08-8118-65123df059f9

Grand Canyon University. (2023). Brain engagement: A look at chemical reactions in the classroom. Grand Canyon University. https://www.gcu.edu/blog/teaching-school-administration/brain-engagement-look-chemical-reactions-classroom

Harvard Health Publishing. (2021). Memory. Harvard Medical School. https://www.health.harvard.edu/topics/memory

McREL International. (2020). Student engagement: 5 brain-based tips for re-engaging reluctant learners. McREL International. https://www.mcrel.org/student-engagement-5-brain-based-tips-for-re-engaging-reluctant-learners/

Teachers Blog. (2023). The impact of brain-based learning in differentiated teaching. Teachers Blog. https://teachers-blog.com/the-impact-of-brain-based-learning-in-differentiated-teaching/

Tursi, S., & Tursi, M. (2019). The importance of differentiated instruction in the classroom. Journal of Education and Learning, 8(1), 26–34. https://files.eric.ed.gov/fulltext/EJ1194338.pdf

Sousa, D. A. (2022). How the brain learns. Corwin.

University of North Carolina. (2022). Trauma and the brain: Understanding how trauma affects learning. University of North Carolina. https://www.unc.edu