Faridehsadat Hoseini

Abstract Involving the activity of people with learning disabilities can help them, and the Easy Mind method is one of the methods that can help improve the learning of people with this disability by combining activity with math learning. For this reason, the aim of the present research was to determine the effectiveness of the Easy-Mind method on brain lateralization and visual memory of students with math learning disability. The present research design was semi-experimental based on pre-test and post-test with a control group. The target population was the first and second-grade students with a math learning disability from the Bushehr Learning Disability Center, in whom 30 individuals were selected with the purposive sampling method and were placed in two 15 individuals in experiment and control groups. The measurements included Benton's (1974) visual retention test for measuring visual memory, and Chapman's (1987) and Edinburgh's (1970) questionnaires for measuring brain lateralization. Firstly, the pre-test scores were recorded for both groups. Then, 12 sessions (45 minutes for every session) of easy-mind intervention were performed for the experimental group. Finally, the post-test scores of both groups were measured. The findings showed that the Easy-Mind method has a significant effect on visual memory (p<0.05 and F=5.727) and brain lateralization (p<0.01 and F=19.698). As a result, teachers of children with math learning disabilities can use the Easy-Mind method for these students to improve visual memory and brain lateralization. Keywords: easy mind, visual memory, brain lateralization, math learning disability