[Pedagogic responsibilities in rehabilitation of brain damaged patients].

In contrast to medical science, education has so far undertaken but little analysis of its tasks in neurological rehabilitation, although these are manifold and essential in achieving successful outcomes. While specific remedial services have been made available to persons with congenital brain damage in the schools for the mentally retarded, a need to catch up in this respect is obvious for persons with acquired brain damage. Extension of the network of neurological rehabilitation facilities has engendered a challenge to (special) education, which now is in the process of developing neuroeducational concepts for therapy and instruction. Starting out from a didactical analysis to identify the conditional and determinative fields involved, the foundations of educational action are set forth, to wit: the theories of intelligence and its development, as well as the concept positing a hierarchy of learning modes. The various modes or types of learning are outlined and illustrated by examples. Further dealt with are prerequisites for specific learning modes to take effect, as well as neurological relationships; the need for cooperating in an interdisciplinary team is substantiated. Starting out from the premise of their fundamental ability to learn, the article then discusses the teaching-learning processes for persons with neurological disablement, with attention paid to both memory, personality dimensions as well as classroom instruction, and the relationship among perception, learning and instruction. Concluding, the author posits participation of persons with brain damage in the process of determining their rehabilitative goals, as well as empathy on the part of the professionals involved with them in therapy, classroom and training.