Module VIIITraumatic Brain Injury

Special Education 501:Development &

Characteristics of Children and Youth with Disabilities

Warm-Up Activity

Briefly describe the impact a lack of functional hearing can have on the academic career and every day life of a student.

Place the activity in your course notebook.

TRAUMATIC BRAIN INJURY16 Points of Quality Assurance

Traumatic Brain Injury

Review:TBI Injury requires:

Exertion of physical force;Internal, external injury to

head resulting in loss of cognition, socio-emotional, or physical abilities

Incorporated into IDEA ’90

Additional services which extend beyond campus and school hours

Traumatic Brain Injury16 Points of Quality Assurance Knowledge of…

1. the nature of TBI, including awareness of causes and incidence

2. psycho-social implications of TBI, including DSM-IV disorders

3. the differences and similarities of children and adolescents with TBI

4. the implications for academic and behavioral performance

Traumatic Brain Injury16 Points of Quality Assurance Knowledge of…

5. Skills required in identifying student classroom performance and behaviors that are representative of impairments and ability related to TBI

6. Skills required in developing effective IEP based on unique configuration of strengths, impairments of the individual with TBI

7. assessment techniques applicable to TBI in areas of behavior, cognition, motor and sensory skills

8. Skills required in interpreting assessment protocols of children or adolescents with TBI

(Bullock, Gable, & Mohr, 2005)

TBI: 16 Points of Quality Assurance

9. Skill in selecting appropriate instruction material, curriculum in working with students with TBI with attention to age appropriateness

TBI: 16 Points of Quality Assurance

10.Skill in working cooperatively with other professionals to plan and implement programs

TBI: 16 Points of Quality Assurance

11.Skill in involving peers and families of children and youth with TBI in program planning and development

TBI: 16 Points of Quality Assurance

12.Skill in working with school personnel in transitioning students with TBI in and out of the school setting

TBI: 16 Points of Quality Assurance

13.Knowledge of difficulties surrounding fitting children or youth with TBI into present scheme or educational programming; including how to develop criteria for making educational programming decisions in compliance with state and federal regulations

TBI: 16 Points of Quality Assurance

14.Knowledge of community services available to assist children or youth with TBI, their families and their teachers

TBI: 16 Points of Quality Assurance

15.Knowledge of quality educational programming for children or youth with TBI

TBI: 16 Points of Quality Assurance

16.Knowledge of microscopic neurophysiology, neuroanatomical and neurointegrative systems

Activity ThreeCourse Notebook Entry

Activity Three

1. Download file, Activity Three.

2. Carefully read and write an academic review of the article.

3. Follow the Academic Review Guidelines InfoSheet.

1. Place the activity in course notebook.

Case Study in TBI: KipTraumatic Brain Injury timeline

Case Study in TBI: Kip

• Kip• 17-year old male• Oldest of three boys• Mid-level socioeconomic status (SES)• Considered very intelligent, introverted personality• Participates in high school sports (i.e., football,

basketball)• Drives own older-model vehicle; safe driving record• Involved in side-impact accident during three-day

weekend• Accident left him in coma for 2.5 days immediately

after stabilization; severe concussion; airbag did not deploy

Upon Admission

Throughout Admission, Treatment

Near Discharge from Hospital

Discharge from Hospital

Return to School: First 6-8 Weeks

Return to School: First Year

Return to School: Near discharge

Return to School: Next 2-3 Years

BARRIERS TO SCHOOL RE-ENTRY

Possible Solutions

Traumatic Brain Injury

Barriers Possible Solutions

Poor Communication

Lack of awareness of TBI

System issues

• Establish case manager early; Ensure communication

• Training and on-going professional development on TBI

• Training for school administrators on TBI needs

Wrap-Up ActivityAs a teacher in a general

education classroom, describe some of the possible implications of a rehabilitation regimen might have on the daily functioning of a student with TBI?

Write a brief description of these implications.

Place in your course notebook.