[Didactic problems of education and instruction of patients with craniocerebral trauma].

While concepts for the solution of didactical-methodological problems are available for brain-injured children and young people, such concepts are almost nonexistent for adults with craniocerebral trauma sequels. A case example is presented from an educationist perspective, illustrating the disruptive impact of craniocerebral trauma on the person's biography. Didactical and methodological problems not only arise from deficient cognitive functioning but also due to the psychosocial impact of severe brain trauma. Inter alia dealt with is the question of whether an independent didactical approach is needed, or whether concepts derived from general didactics can be applied. For learners with craniocerebral trauma, "learning theory-based didactics" is an especially suitable model; a brief description is given, and its application to the specific situation of this population outlined. People with brain trauma display problems in knowledge acquisition and concept formation (cognitive learning), in transfer of learning content and performance control. Though an independent didactical concept may not be necessary, it is however crucial that in respect of the teaching/learning processes in this population, due attention is being paid to methodological principles applied in the special education field.