Traumatic Brain Injury: A Guidebook for Educators.

N

88

Practitioners

Behavior Modification; Classroom Environment; Elementary Secondary Education; Etiology; Evaluation Methods; Head Injuries; Incidence; Individualized Education Programs; Interpersonal Competence; Neurological Impairments; Regular and Special Education Relationship; School Responsibility; Social Development; Student Characteristics; Student Evaluation; Symptoms (Individual Disorders); Teaching Methods

This guidebook is designed to help New York school staff better understand the specialized needs of students with traumatic brain injury (TBI) and appropriately apply educational interventions to improve special and general education services for these students. It provides information on the following areas: (1) the causes, incidence, and characteristics of TBI; (2) factors unique to TBI as a disability category; (3) special considerations in the assessment of students with TBI; (4) the school's role as the student with TBI reenters school; (5) strategies for school personnel to assist students with TBI in learning skills, managing behavior, and dealing with social and emotional difficulties; (6) resources for further information and technical assistance; (7) other state agency resources; and (8) information regarding school-based prevention efforts. Educators are urged to identify appropriate Individualized Education Program goals and short-term objectives for students with TBI in the areas of cognitive processes and development of compensatory strategies; the development of behaviors and social skills for successful school, family, and vocational functioning; and the improvement of executive functions in order for the student to learn and behave more independently and effectively. Specific compensatory strategies are listed, along with environmental and instructional modifications. (Contains 54 references.) (CR)

2001

ED452619