Effective strategic instruction: The fusion of cognitive and emotional approaches in the education of students with developmental disabilities

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Abstract

In line with current trends in affect-cognition research, the goal of this presentation is to propose an integrative model, introducing of affective factors into strategic instruction for individuals with developmental disabilities. Most instructional programs have accentuated the important role of cognitive factors in education and training for extending future possibilities of these individuals. The Affective Infusion Model is a multi-process framework, designed to explain the various ways in which emotions have an ongoing impact on cognitive functioning. This framework rests upon two basic assumptions: First, that emotions can have both informational and processing effects on cognition. The informational effects occur because emotions influence the content of cognition (″what individuals think″) and the processing effects occur because emotions influence the process of cognition (how individuals think″). Secondly, situational and contextual variables can have a substantive impact on individuals' approaches to developmental tasks, and affect how they regulate their emotional processing in terms of intensity, directions (positive/negative emotions) and joint impact of interactions between emotions. The outlines of this comprehensive multi-dimensional model have been used to demonstrate future research directions and interventional implications for families and educational systems.

Original languageEnglish
Pages (from-to)33-42
Number of pages10
JournalInternational Journal of Adolescent Medicine and Health
Volume12
Issue number1
StatePublished - 2000

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