The aim of this article is to discuss the relevance of the Theory of Structural Cognitive Modifiability and Mediated Learning Experience of Reuven Feuerstein for cognitive rehabilitation. The results underline that that modifiability is possible even with severe brain damage; a cognitive, metacognitive and executive approach, and above all, a quality of interaction according to criteria of mediated learning.
Ref: “Faragher, R., & Gil Clemente, E. (2019). Emerging trends in mathematics education for people with down syndrome: Current research and future directions. International Journal of Disability, Development and Education, 66(2), 111-118..”
Abstract
This article discusses the relevance of theory of Structural Cognitive Modifiability and Mediated Learning Experience of Reuven Feuerstein for cognitive rehabilitation.
It starts with a summary of the theory and three application systems that are based on it: a dynamic-interactive assessment of learning capacity and processes of learning, the LPAD (Learning Propensity Assessment Device); a cognitive intervention program called “Instrumental Enrichment Program”, which trains cognitive, metacognitive and executive functions; and a program which is oriented at changing the context, Shaping Modifying Environments.
These programs have been applied in widely different target groups: from children and young adults with learning and developmental disabilities, at risk of school failure, or having failed at school, because of socio-economic disadvantage or congenital neurological impairment; disadvantaged youngsters and adults in vocational training, to elderly people at the beginning of a dementia process. They all have in common that they exhibit difficulties in their cognitive functioning.
Experience with cognitive rehabilitation of children and adults with acquired brain damage, has been relatively recent, first in the Feuerstein Institute’s Brain Injury Unit in Jerusalem, later in other centers in different parts of the world; therefore scientific data are scarce.
Theoretically, the Feuerstein approach fits perfectly into the goals and proposed approaches of the Society for Cognitive Rehabilitation. This is illustrated with four case histories, who showed remarkable and structural modifiability.
They suggest the importance of (1) interactive assessment as a basis of designing intervention programs; (2) intervention programs must have sufficient intensity, frequency, duration and consistency of mediation; (3) an ecological approach which requires working with the patient and the whole network around; (4) a firm “belief system” that modifiability is possible even in the case of severe brain damage; (5) a cognitive, metacognitive and executive approach, and (6): a quality of interaction according to criteria of mediated learning. It can be concluded that the kind, extent, location and degree of brain damage, do not seem to be the strongest factors in determining the outcome.
Here you can find the article: https://www.researchgate.net/profile/Joseph-Lebeer/publication/304399369_Significance_of_the_Feuerstein_approach_in_neurocognitive_rehabilitation/links/59e07ec1aca272386b748b91/Significance-of-the-Feuerstein-approach-in-neurocognitive-rehabilitation.pdf
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