IDEA's definition of Traumatic Brain Injury, or TBI, is a "means of acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or phsychosocial impairment, or both, that adversely affects a child's educational performance."
http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E8,c,12,
http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E8,c,12,
Impairments associated with TBI:
- language
- memory
- attention
- reasoning
- abstract thinking
- judgment
- problem-solving
- sensory
- perceptual, and
- cognition
- motor abilities
- psychosocial behavior physical functions
- information processing
- speech.
Other Difficulties may include:
- Difficulties with sensory deficits and difficulty in mobility
- Difficulties in social, emotional and behavioral functions
- Difficulties planning and prioritizing tasks
- Difficulties completely a long sequence of activities
- Difficulties thinking, talking and listening
- Difficulties controlling emotions
- Headaches and/or fatigue
- Especially during the early stages of recovery
- Student may behave differently after injury than he/she did before
- Memory Impairment
Ultimately, these difficulties can lead to changes in mood, depression and anxiety.
http://www.brainline.org/content/2008/10/traumatic-brain-injury-perspectives-educational-professionals_pageall.html
http://www.brainline.org/content/2008/10/traumatic-brain-injury-perspectives-educational-professionals_pageall.html
Accommodations and Modifications:
Accommodations and Modifications are almost always necessary when teaching a child with TBI
- Plan early! It is easiest on students, teachers, and parents to establish a plan in advanced
- Establish a system of communication with parents and rehabilitation centers
- Schedule student's classes when he/she is most alert
- Establish shorter school days, if necessary
- Give students more time to finish schoolwork and tests
- When assigning work, give steps one at a time
- Show the student how to perform new tasks along with written directions
- Access the learning environment and be prepared to change the environment as the student progresses
- Most importantly, involve the family as much as possible
- Keep in mind that the student may become tired easily and be flexible with expectations
