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Peer reviewed Peer reviewed
ERIC Number: EJ516152
Record Type: CIJE
Publication Date: 1995
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0885-6257
Conductive Education and the Mediated Learning Experience Theory of Feuerstein.
Lebeer, Jo
European Journal of Special Needs Education, v10 n2 p124-37 Jun 1995
This paper examines parallels between aspects of conductive education for brain-damaged children and R. Feuerstein's theory of mediated learning. Two key aspects of Feuerstein's theory are examined and applied to conductive education: structural cognitive modifiability and the mediation process between culture and child. Mediation processes, including intentionality and reciprocity, transcendence, and meaning, among others, are explained. (Author/DB)
Descriptors: Cerebral Palsy, Cognitive Processes, Educational Methods, Educational Psychology, Learning Theories, Mediation Theory, Neurological Impairments, Teacher Role
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Conductive Education; Feuerstein (Reuven); Mediated Instruction; Mediated Learning Experience
Note: Special issue on conductive education. Journal availability: Routledge, 11 New Fetter Ln., London EC4P 4EE, England.