Fragmented Neurological Response Instruction Students receiving instruction via an Immersion Theory-based curriculum are guided to use two of their four language-learning avenues, seeing and writing.  This is called fragmented neurological response instruction. Some think “individualized instruction” (special education) is called for when a student does not learn after receiving “half my brain tied behind my back” fragmented neurological response instruction.  This is a sham.  It is the student who individualizes instruction.  This is how it works.  If he has received fragmented neurological response instruction—if he has been asked to acquire knowledge using only his writing and seeing language-learning avenues, these two “neurological teammates” will suffer the loss of input from the other two neurological teammates (speaking and hearing), and will attempt to coordinate and make sense of—will individualize—“neurological information” recorded by only two of the four “team members.” Proficiency results are proportionate to the instruction the student has received: fragmented neurological response instruction equals fragmented cognitive development and skill acquisition; full-spectrum neurological response instruction equals full-spectrum cognitive development and skill acquisition.