The psycho-pedagogical approach to brain damage acquired in childhood

Ahmad Rizky Pratama, Siti Rahmawati, Muhammad Fajar Hidayat, Nur Aisyah Binti Ahmad, Muhammad Hafiz Ismail, Laura Martínez Gómez and Javier Morales Fernández
Additional contact information
Ahmad Rizky Pratama: Faculty of Psychology, Universitas Indonesia, Jakarta, Indonesia
Siti Rahmawati: Department of Special Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
Muhammad Fajar Hidayat: Department of Educational Psychology, Universitas Airlangga, Surabaya, Indonesia
Nur Aisyah Binti Ahmad: Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia
Muhammad Hafiz Ismail: Centre for Rehabilitation and Special Needs Studies, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
Laura Martínez Gómez: Universidad de Valencia, Valencia, España
Javier Morales Fernández: Universidad de Granada, Granada, España

International Journal of Neurology, 2024, vol. 58, 156

Abstract: Introduction: This study addressed acquired brain injury (ABI) in childhood as an increasingly relevant issue in the fields of health and education, due to its significant impact on children's cognitive, emotional, and behavioral development. It was considered that, as it occurs in a developing brain, ABI generates complex consequences that directly affect learning processes and the acquisition of Basic Learning Devices (BLDs), which justified its analysis from a psychopedagogical perspective. Development: The research analyzed the concept of ABI and its main etiologies in the child population, such as traumatic brain injury, stroke, anoxia, brain tumors, epilepsy, and central nervous system infections. The associated physical, cognitive, emotional, and behavioral sequelae were described, highlighting alterations in attention, memory, executive functions, and language. Likewise, learning was examined as a complex process, influenced by neurophysiological, subjective, and contextual factors, and DBA—motivation, attention, sensory perception, memory, and habituation—were explored in depth as indispensable conditions for learning to occur. Within this framework, the role of psychopedagogy and psychopedagogical interventions within interdisciplinary and transdisciplinary approaches was analyzed. Conclusions: It was concluded that childhood ACD significantly affected children's learning processes and overall development, requiring specific, comprehensive, and sustained psychopedagogical interventions aimed at enhancing preserved abilities, promoting educational inclusion, and supporting families and educational institutions.

Keywords: Acquired brain injury; childhood; learning; basic learning mechanisms; educational psychology (search for similar items in EconPapers)
Date: 2024
References: Add references at CitEc
Citations:

Downloads: (external link)
https://ijneurology.org/index.php/ijn/article/view/156 Abstract page (text/html)
https://ijneurology.org/index.php/ijn/article/download/156/151 Full text (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:cwh:ijneur:v:58:y:2024:id:156

DOI: 10.62486/ijn2024156

Access Statistics for this article

More articles in International Journal of Neurology from International Journal of Neurology
Bibliographic data for series maintained by Dr. Andrew Alberto López Sánchez ().