Understanding the Needs of Ontario Educators in Supporting Students With Acquired Brain Injury in the Classroom

Abstract

Background When a child sustains an acquired brain injury (ABI), the impact extends to significant environments in their life, including school. Educator knowledge of ABI can influence a child's success with academic and social reintegration. An assessment of educator ABI knowledge was conducted to determine what information they require to support school reintegration. Methods A mixed‐methods approach included a sampling of educators in a needs assessment survey and workshop. The survey determined levels of educator knowledge regarding ABI in the classroom, and the workshop scoped educator views in the development of a user‐driven ABI learning program to enrich their expertise. Results Our sample reported being somewhat knowledgeable about ABI and the impact on students. There were no differences based on respondents' educational role. Teachers reported having minimal and inadequate supports for students following ABI during school transitions, feeling unprepared to assist students during these transitions, and that families also appeared unprepared for school reintegration following ABI. The workshop identified the need for a 2‐part educational course. Conclusions Supportive school environments are essential for the reintegration of students following ABI. This study identified educators' needs for ABI knowledge and resources to support their existing expertise.

Adapting TeachABI to the local needs of Australian educators – a critical step for successful implementation

“…TeachABI is an online PD module designed to bridge the ABI knowledge gap among primary-school educators in Ontario, Canada (Stevens et al 2021;Saly et al 2023). This 1-h module uses a case study approach, with embedded videos and supplementary resources, to provide educators with an understanding of ABI and strategies to support accessibility and inclusion in the classroom for primary school students with ABI.…”

Exploring the adaptability of TeachABI as an online professional development module for high school educators

“…To address the need for specialized knowledge, an online professional development module, TeachABI , was designed for educators to build knowledge and competency on how to support elementary students with ABI in the classroom. TeachABI was built as an outcome of a needs assessment with Ontario elementary school educators, that identified the importance of resources to support students with ABI [ 15 ]. The needs assessment was critical in understanding what type of training supports and resources educators would like, as well as the nature of information needed to support and build their ABI knowledge [ 15 ].…”

The Teach-ABI Professional Development Module for Educators About Pediatric Acquired Brain Injury: Mixed Method Usability Study

“…Therefore, a gap in training related to mild, moderate, and severe ABI remains. Recently, Stevens and colleagues [ 10 ] confirmed that Ontario educators lack the knowledge and confidence to support students with ABI in the classroom. Ontario educators also reported the need for a course to improve their knowledge and awareness of pediatric ABI.…”

“…The problem was identified and examined through a needs assessment workshop conducted with Ontario educators [ 10 ]. Educators confirmed the knowledge gap related to pediatric ABI and identified the need for a standardized, accessible, engaging, and short e-learning program that would help raise awareness and knowledge about pediatric ABI and the unique needs of these students in the classroom.…”

“…Educators confirmed the knowledge gap related to pediatric ABI and identified the need for a standardized, accessible, engaging, and short e-learning program that would help raise awareness and knowledge about pediatric ABI and the unique needs of these students in the classroom. An online format that incorporated a blended-learning approach, using instructional methods including videos and a case study, was suggested by educators [ 10 ]. A detailed environmental scan of publicly available resources was then conducted, with no existing resources meeting the identified need [ 21 ].…”