Brain Injuries in Schools - Program Considerations for Brain Injured Students
Children with brain injuries in public schools present special challenges for parents and educators. Traumatic Brain Injury (TBI) is included as a diagnostic category in the IDEA, and students with disabling brain injuries may be eligible for special education, specially designed instruction and related services. Depending on the degree of injury, the needs of students will vary. Further, if a student has a learning disability before the brain injury occurs, the student's learning disability will likely become more problematic.
Program Development for Brain Injuries in Schools - Collaboration and Cooperation are Key in Serving Brain Injured Students
It is very important for parents and schools to work together with medical professionals as students transition back into school after having a brain injury. Parents and guardians must learn to advocate effectively for their child. This will enable planning to have necessary supports in place in school in time to help the student make a successful transition. Parents can assist the school with preparations by sharing evaluation and treatment information from the student's doctors and therapists with the school district special education administrators and the school building administration. This is especially important in cases where school staff need training to meet the child's needs.
Helping Brain Injured Students Adapt - What to Expect in School from TBI Students
Again, depending on the severity of the disability and what part of the brain is injured, students with brain injuries will show a range of issues from mild to debilitating. Common issues likely to be seen in schools include:
- Hyperactivity,
- Impulsivity,
- Mood swings;
- Memory problems;
- Communication problems;
- Lack of inhibition concerning sexuality;
- Inappropriate language;
- Inability to recognize social cues;
- Defiance;
- Inability to focus; and
- Physical problems.
Although students with brain injuries may appear as if there is nothing wrong, their internal brain injuries are very real and may or may not improve over time. Consequently, behaviors such as those listed above should not be misconstrued as simple conduct problems.
Program Planning for Brain Injured, Learning Disabled Students
To develop an effective individual educational program for students with brain injuries and related learning disabilities, it is important to gather as much information on the child as possible through reviewing all available medical data and conducting a thorough individual evaluation. The evaluation should include intelligence testing, academic assessment in reading, writing, and math, assessment of adaptive behavior skills, behavior rating scales, developmental and social history, speech & language assessment, and occupational therapy evaluation. In cases where students have gross motor problems such as in walking or large body movements, a physical therapy evaluation will also be needed. Occupational therapists can assist with re-teaching adaptive behaviors and fine motor skill development.
IEP Team Planning for Brain Injured Students[/link]
An IEP team comprised of the child's parents, regular teachers, a special education teacher, and the evaluators should meet to discuss their findings and develop a plan. If possible, it can be helpful to include medical professionals who treated the child during his hospitalization. This may not be possible, however, but it would be helpful if their reports were provided to the team. Armed with this information, the team can determine the child's present abilities and develop long-term goals and short term objectives. The team can also determine the best way for these services to be delivered. It is critical for the team to remain flexible and to be ready to address any needs the student may have that were not anticipated. In some cases, it is not possible for the team to anticipate certain types of problems until the child re-enters the education environment. It is sometimes necessary to provide more intensive assistance in the beginning and to remove those supports as the child demonstrates the ability to function without them. Learn what to expect at an IEP team Meeting.
Developing Behavior Management Programs for Brain Injured Students[/link]
Possibly the most significant challenge in serving the student will be in behavior management. Students are likely to be fidgety, unable to focus, and be hyperactive. Among adolescents, it is common to see more extreme forms of typical teen behavior. Risky behavior, disregard for personal safety and the safety of others, hypersexual behavior, and disruption may occur. With training for the staff and provision of additional supports, the student will have greatest opportunity for success. Types of supports to consider include:
- Special education and specially designed instruction to address skills lost and support the student with learning new concepts;
- Continued consultation with the child's doctors to ensure that any psychiatric medications are appropriately monitored;
- Speech and language therapy to address language processing and any articulation disorders;
- Counseling services to help the student deal with the emotional aspects of how the injury has impacted the student's life;
- Additional classroom support to assist with behavior modification plans;
- Occupational and/or physical therapy;
- Rehabilitation counseling to assist the student with transition into a postsecondary setting or vocation.
