Certainly, learner-centered is not a new term. In fact, it has become trivialized or, at best, it has become anecdotal. Education gives the term a position in the school arena, but not a power position. To add insult to that injury, the term experiential learning has become an additional trivialized goal of value. The result, when it works, is a program which is an experiential learner-centered practice.
To convey the teachinglearning experience to an even greater level of understanding, one must recognize that Piaget (1763) defined intelligence as the ability to adapt to a new more current situation. In order to adequately adapt, a learner will need to have adequately gathered accurate information from a primarily verbal and visual environment. This environment, by its nature, is highly stimulating, sensorially enriched, and a primary deficit for the learner who suffers central processing deficits or sensory integration disorder. » Read more: Learner-Centered – Educational Opportunity for Schools