|Published Online: April 8, 2016||$US5.00|
With respect to new contribution possibilities regarding the re-education of persons with Traumatic Brain Injury (TBI), the authors advance pedagogically-oriented, visual-emotional learning. Educational researchers and practitioners must add their knowledge and experiential voices to the powerful current neuroscience research on learning and the injured brain. Persons with TBI in the process of cognitive rehabilitation need every opportunity to rebuild capacities and capabilities to be effectively taught and to learn independently. Evidence-based applications of visual-emotion connected learning strategies, pedagogically utilized, could have influential implications for persons suffering from brain injuries. The authors review neuroscience research applicable to persons with TBI and suggest how injury impacted persons may be productively assisted by experiences with visually-emotional moving images. Such moving images offer, in themselves, a pedagogic—learning and teaching—connectivity within the brain and foster the acquiring, holding, and applying of improved learning and, indeed, perhaps may even add to the healing of an injured person’s brain plasticity.
|Keywords:||TBI, Concussion, Memory, Cognitive Rehabilitation, Visual-Emotional Learning|
The International Journal of Health, Wellness and Society, Volume 6, Issue 2, June 2016, pp.13-22. Article: Print (Spiral Bound). Published Online: April 8, 2016 (Article: Electronic (PDF File; 747.148KB)).
Assistant Professor, Department of Educational Psychology/Special Education, University of Mississippi, Oxford, Mississippi, USA
Associate Professor, Educational Research, University of Calgary, Calgary, Alberta, Canada
Assistant Professor of Secondary Education, Department of Teacher Education, University of Missisippi, Oxford, Mississippi, USA