Children And Adolescents With Traumatic Brain Injury

Abstract

Changes in federal law have paved the way for students with traumatic brain injury (TBI) to receive special educational services. Although not all students with TBI need special education, many will need careful planning for reintegration into the classroom. The present article presents information about the range of services that need to be considered for these students and the problems that can affect students' academic and social functioning. Characteristics that distinguish this group of students from peers with special learning needs are highlighted and specific suggestions are made to help educators work more effectively with these students when they return to school. A case study is used to highlight the issues discussed.

Health-Related Quality of Life after Pediatric Traumatic Brain Injury: A Qualitative Comparison of Perspectives of Children and Adolescents after TBI and a Comparison Group without a History of TBI

“…Another aspect of particular importance for children and adolescents after mod/sTBI was reintegration into their social environment, especially returning to school. Although not all children and adolescents need special academic support after TBI, a guided reintegration into school can be useful for most of them, taking into account the different phases after TBI [61]. It is extremely important to provide relevant information concerning long-term cognitive, behavioral, and/or social deficits to the relevant persons in school [47] since a lack of information may hinder a successful school outcome [43].…”

Family, school, and community: Their role in the rehabilitation of children.

“…This complexity can place significant demands and stress on educators and school systems that are attempting to educate all children in the most appropriate and least restrictive environment despite limited budgets (Glang, Tyler, Pearson, Todis, 6s Morvant, 2004;Savage et al, 2005;Ylvisaker et al, 2001). Most surveys of rehabilitation populations indicate that children are underidentified and underserved in schools (Clark, 1996;Glang et al, 2004;Savage et al, 2005;Ylvisaker et al, 2001). For example, experts in the field of educational needs of children following TBI have identified the following school system needs: information and knowledge and training for educators, state level resources, support from administration, availability of ancillary services, and better documentation and identification of children with persistent disabilities that impact school performance (Glang et al, 2004;Ylvisaker et al, 2005).…”

“…The process of planning for return to school should begin as soon as the child's medical condition is identified. For children who require hospitalization, "school reintegration checklists" have been developed (e.g, Clark, 1996). An interdisciplinary team approach is considered crucial.…”