Citation

Schutz LE, Rivers KO, McNamara E, Schutz JA, Lobato EJ. Int. J. Spec. Educ. 2010; 25(2): 55-71.

Copyright

(Copyright © 2010, Centre for Human Development and Research)

DOI

unavailable

PMID

unavailable

Abstract

When children who are permanently disabled by traumatic brain injury (TBI) return to school, most are placed in mainstream classrooms and incorrectly presumed capable of resuming their education. Only one to two percent are classified as students with TBI, qualifying them for the services they need for their education. The failure to properly classify so many children, attributed to a lack of training and to acceptance of inaccurate popular stereotypes, places 98 to 99 percent at risk of academic failure and personal maladjustment. The failure to identify these children needs to be addressed by TBI education and training for parents and professionals. This paper discusses the scope of the problem of improperly classified students, examines explanations for the pervasive failure to classify them accurately, and discusses potential solutions.

Language: en