Citation

Bennett S, Good D, Zinga D, Kumpf J. Except. Educ. Int. 2004; 14(1): 115-131.

Copyright

(Copyright © 2004, Western University, University of Alberta)

DOI

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PMID

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Abstract

The leading cause of death and injuries in school age children is acquired brain injury (Savage & Wolcott, 1994). Each year approximately 1 in 450 school age children and 1 in 200 adolescents/young adults suffer an injury as a result of some form of acquired brain injury. Approximately 27,000 students in the Ontario school system have acquired brain injury (Segalowitz & Brown, 1991). For these students accessing support services for educational purposes can be a challenge. Within the province of Ontario, there currently exist five categories within which students can be identified as exceptional, however acquired brain injury is not included within these five. Furthermore, regular classroom teachers are rarely provided with any training at either the preservice level or at the practicing level that addresses the educational need of children with acquired brain injury. Therefore, children with acquired brain injury are usually poorly identified and understood in the educational system leading to inadequate supports and programming for both the student and the teacher. The aim of this paper is to highlight the difficulties such students have and to suggest solutions to improve the quality of education provided for these students.

Language: en