School Psychologists' Knowledge of Traumatic Head Injury

Mira, Mary P.; Meck, Nancy E.; Tyler, Janet

doi:10.1177/153450848801300414

Cited by 4 publications

(1 citation statement)

References 12 publications

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“…behaviorally disordered, orthopedically impaired, or learning disabled (Mira, Meck, & Tyler, 1988). The single aspect that differentiates teaching children with TBI from teaching children with other disabilities is that, due to spontaneous recovery of brain functions, children with TBI can improve at such a rapid rate that educators must be flexible to make immediate adjustments in educational interventions (Hartlage, 1981 ;Hynd & Obzrut, 1981).…”

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confidence: 99%

Assessing Children with Traumatic Brain Injuries

Shaw

Yingst²

1992

Diagnostique

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Children with Traumatic Brain Injuries (TBI) is one of the new funding categories created by the Individuals with Disabilities Education Act of 1990 (PL 101-476). Children with TBI require a different model of educational assessment than other disabling conditions because of the rapid cognitive, emotional, and physical changes that children with TBI undergo in the two years post-incident. To conduct appropriate educational assessment of children with TBI, the medical issues unique to this population must be understood and translated into educationally relevant data. The purpose of this paper is to give an overview of traumatic brain injuries and to provide a model of assessment that is educationally relevant to the unique needs of children with TBI. The Individuals with Disabilities Education Act of 1990 (PL 101-476; Federal Register, 1990) is an extension and revision of The Education for All Handicapped Children Act of 1975 (PL 94-142; Federal Register, 1975). While all of the existing funding categories of PL 94-142 remained intact, three new funding categories were created. Attention-deficit Hyperactivity Disorder (ADHD) is now a disability eligible for federalfunding under the "other health impaired" clause of PL 101-476. In addition, Autism and Traumatic ,Brain Injury (TBI) are now considered independent funding categories. For the most part, school personnel are experienced in addressing the special needs of children with ADHD and autism. Subsequently, the creation of these two new funding categories is hnlikely to significantly alter assessment and intervention in specialized education settings. However, assessment and intervention for children with TBI is fundamentally different from other disabling conditions even though these children are frequently classified as mentally handicapped,

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confidence: 99%

Assessing Children with Traumatic Brain Injuries

Shaw

Yingst²

1992

Diagnostique

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Acquired Cerebral Trauma

Mira

Colson

1988

J Learn Disabil

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Editor's Comment: In the October 1987 issue of the journal, we began a series of articles on acquired cerebral trauma. These articles have generated and continue to generate a good deal of discussion in the field. Drs. Mary Mira and Steven Colson from the University of Kansas Medical Center discuss several additional issues regarding the education of individuals with these types of learning disabilities.--JLW

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Children And Adolescents With Traumatic Brain Injury

Clark

1996

J Learn Disabil

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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.

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School Psychologists' Knowledge of Traumatic Head Injury

Cited by 4 publications

References 12 publications

Assessing Children with Traumatic Brain Injuries

Assessing Children with Traumatic Brain Injuries

Acquired Cerebral Trauma

Children And Adolescents With Traumatic Brain Injury

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