Ten educational consultants and researchers, each with extensive experience working with children with traumatic brain injury (TBI) in school settings, identified seven themes related to serving this population in public schools. These themes are discussed under the headings (1) incidence of TBI and prevalence of persistent educational disability, (2) diversity and central tendencies within the population, (3) assessment, (4) intervention and support in school settings, (5) training and support for educators, (6) intervention and support for families, and (7) systems change and flexibility. For each theme, a set of recommendations is provided, forming an educational research and policy agenda for pediatric TBI.

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A summary of studies dealing with the effectiveness of intervention for communi-O F SPEECHcation-related problems following traumatic brain injury faces two major obsta-LANGUAGE cles.(1) Traumatic brain injury is an extremely PATHOLOGY heterogeneous disability category. Virtually any combination of functions can be spared or impaired. (2) 'To the extent that I NTERVENTI ON : there are subgroups within this population TRAUMATIC that share roughly similar communication profiles, there are very few careful studies conceivable constellation of strengths and NY 12309.weaknesses. Furthermore, the events (acci-215