| Abstrakt: |
Data indicate children with traumatic brain injury (TBI), especially those with mild TBI (mTBI), represent a significant population within the U.S. school system. Yet, many school professionals report little or no formal coursework for training on the needs of children post-TBI, have minimal or no experience working with children post-TBI, and subsequently are not comfortable working with students post-TBI. Though many children immediately return to school following an mTBI, research suggests the postinjury symptoms likely have an impact on the child's ability to pay attention to, learn, and recall new information. These children may also experience affective and behavioral difficulties complicating academic engagement. Postinjury transition into school is facilitated when active reentry planning occurs. In an effort to improve the frequency with which students with mTBI are identified and served, this article presents a treatment model that employs a four-pronged approach: educating the community about mTBI, providing professional development to district staff, strengthening working relationships between the district and the medical community, and employing a districtwide monitoring system. The article also compares and contrasts multiple options that a school may employ to serve these children once identified, such as the school-based intervention team, a nursing plan, Section 504 plans, and an Individualized Education Plan. This examination of intervention options includes a case study interwoven throughout the discussion to enhance overall understanding and highlights the importance of protocol development to address the educational needs of students affected by the acute and long-term effects of an mTBI. [ABSTRACT FROM AUTHOR] |
