Citation

Schutz LE, McNamara EA. Int. J. Spec. Educ. 2011; 26(1): 64-69.

Copyright

(Copyright © 2011, Centre for Human Development and Research)

DOI

unavailable

PMID

unavailable

Abstract

Most students who have sustained severe traumatic brain injury (TBI) appear normal when they return to school. Hopeful parents, encouraged by deceptively positive medical feedback, expect a return to regular education. In the classroom, the students initially seem almost ready to resume learning, but instead they fall farther behind grade level each year and begin to act out. Most can be trained to compensate for their acquired educational deficits. Teachers oriented to TBI by a professionally prepared video can implement simple classroom interventions at critical moments. A multidisciplinary team effort can provide pull-out instruction on strategies for improved self-control, study skills, and decision making. Some students will prove to need more intensive training from full-inclusion special education. The magnitude and scope of this covert and underpublicized problem in the United States should alert the special education communities in other nations to deal with this epidemic of unrecognized and unrehabilitated brain injury.

Language: en