Citation

Greene D, Sample PL, Johns N, Palmer M. NeuroRehabilitation 2018; 42(3): 277-288.

Affiliation

Department of Occupational Therapy, Colorado State University, Fort Collins, CO, USA.

Copyright

(Copyright © 2018, IOS Press)

DOI

10.3233/NRE-172382

PMID

29660963

Abstract

BACKGROUND: The educational identification (ED-ID) of students with traumatic brain injury (TBI) has been legislated in numerous states, and TBI has become its own special education category. Questions abound as to whether these changes will lead to more readily identifying these students to provide appropriate special education supports.

OBJECTIVE: Elucidate one state's response to legislative changes around ED-ID of TBI.

METHODS: This is a phenomenological case study of nine school districts in one state. Researchers conducted focus groups as well as individual interviews with various special education staff. On-going analysis of the focus group and interview data occurred, until themes were finalized.

RESULTS: Reactions of staff comprised two opposing viewpoints: those supporting and carrying out ED-ID ("Toward ED-ID") and those describing processes and attitudes that stand in the way ("Barriers"). Themes that were supportive of ED-ID include Credible History, Personnel, Targeted Intervention, Effective Communication, and Education. Themes aligned with the barrier viewpoint include Concussion Protocols, Medical Nature, Misidentification, Stigma, and Communication Breakdown.

CONCLUSION: While many districts reported success with ED-ID for TBI, responses to the ED-ID legislation and TBI category were mixed, with enough barriers identified to cause concern over whether the legislative and policy changes have been overall beneficial.

Language: en

Keywords

Educational identification; special education; traumatic brain injury (TBI)