A Pedagogic Strategy for Instructors of Postsecondary Sector Students Returning to Learn from Concussion

Y

7

Head Injuries; Educational Strategies; Symptoms (Individual Disorders); Cognitive Processes; Student Participation; Difficulty Level; Academic Accommodations (Disabilities); Classroom Environment; Risk Management; Teacher Responsibility; College Faculty; College Students; Brain; Stress Management; Sequential Approach; Pacing; Stimuli; Learning Activities; Learner Engagement; Safety; Foreign Countries

2368-4526

Concussion is a functional brain injury that can produce physical, cognitive, emotional and sleep-related symptoms. Return to learn protocols designed to help students recovering from concussion recommend a gradual, symptom-governed, increase in cognitive activity before a return to full-time school attendance and participation. Return to learn in a post-secondary setting often means that instructors are tasked with accommodating for these students, some of whom are back in the classroom even though they are still experiencing symptoms. This paper presents a progressive, ramping approach to increasing cognitive load by using literal, interpretive and applied adaptations to already existing course requirements, with the goal of minimizing the risk of provoking or worsening post-concussion symptoms.

As Provided

2019

EJ1218739