An international perspective on educators’ perceptions of children with Traumatic Brain Injury

Kahn, Laurie Gutmann; Linden, Mark; McKinlay, Audrey; Gomez, Doug; Glang, Ann

doi:10.3233/nre-172380

Cited by 14 publications

(10 citation statements)

References 46 publications

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“…ough TBI is thought to a ect approximately 8-12 per cent of the population, it is not routinely assessed and recognized by the education system, with children misinterpreted as 'di cult'. It is of no surprise that children are therefore struggling to adequately and fairly access education, limiting future prospects (Silver et al, 2001;Frost et al, 2013;Kahn et al, 2018).…”

Section: Poverty and Educationmentioning

confidence: 99%

Identifying and supporting children with learning disabilities

Linzarini¹,

Bugden²,

Merkley³

et al. 2022

Reimagining Education: The International Science and Evidence Based Education Assessment

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T his chapter assesses ways to identify and support children with learning disabilities. Learning disabilities a ect many students and are seldom attributable to a single cause. They arise through complex interactions between biological and environmental factors within individual developmental trajectories. Early identi cation of children at risk for learning disabilities as well as adequate identi cation of children with learning disabilities are important for ensuring that children have access to the supports they need in order to reach their full potential. Here, we discuss identifying children's learning needs and providing educational support. Although many school systems recognize the need to provide inclusive education to support all learners, more work is needed to raise awareness and enable adequate evidence-based early identi cation of children with learning disabilities and support their learning trajectories and instructional needs inside and outside of the classroom. It is also fundamental to acknowledge the importance of research on diverse populations that could inform identi cation and support in various countries and socio-cultural contexts.

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Section: Poverty and Educationmentioning

confidence: 99%

Identifying and supporting children with learning disabilities

Linzarini¹,

Bugden²,

Merkley³

et al. 2022

Reimagining Education: The International Science and Evidence Based Education Assessment

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show abstract

“…However, approximately 10-15% of mild injuries are thought to lead to long-term deficits [10]. Research has shown that potential serious consequences of concussion and brain injury are poorly understood by members of the public, educators and healthcare professionals [11][12][13].…”

Section: Special Issue: Childhood Acquired Brain Injury Affects Adult Outcomesmentioning

confidence: 99%

Special Issue: Childhood acquired brain injury affects adult outcomes

Linden

McKinlay

2019

Disability and Rehabilitation

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“…In a systematic review of clinician and educator experiences of facilitating the return‐to‐school (Hartman, Duncanson, et al, 2015), school‐based educators' perspectives were largely represented in combination with the perspectives of other professionals. Educators' understanding of the educational needs of child with an ABI has been investigated in two recent studies: an international study of educator perspectives on children with traumatic brain injury (Kahn et al, 2018) and a UK‐based study which analysed the ABI knowledge of Special Education Needs Coordinators (SENCOs) via a survey (Howe and Ball, 2017). Neither of them focused specifically on the return‐to‐school; however, both studies identified a lack of training on educating children with an ABI.…”

Section: Introductionmentioning

confidence: 99%

Return to school after acquired brain injury in the UK – the educators' perspectives

Bate

Turner

Fricke

2021

Research in Spec Educ Needs

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Childhood acquired brain injury (ABI) is associated with poorer life outcomes. Increasing numbers of children and young people are surviving severe brain injury and returning to mainstream schools with multiple impairments. It is widely acknowledged that for these children, their school becomes by default their rehabilitation centre. International studies of this transition and a recent UK government report criticize educators' inconsistent implementation of support strategies, lack of educator training and poor communication between clinicians, educators, child and family. The educators' perspectives of the return-toschool are, however, not well represented in the literature. This study therefore explored the experiences of educators in the UK (N = 10) who had recently facilitated a return-to-school of a child with ABI aged 8-12 (N = 5) using semi-structured interviews analysed by data-driven thematic analysis. The findings highlight common experiences: a continuum of intensive problem-solving with heavy reliance on the Special Educational Needs Coordinator; educators valuing collaboration with clinical specialists in context over general training'; uncertainty over the validity of implementing support strategies from prior teaching experience; uncertainty about how to support the child's emotional needs; and frustration with UK statutory processes for Special Educational Needs and Disabilities. Recommendations are made for changes to practice and future research.This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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An international perspective on educators’ perceptions of children with Traumatic Brain Injury

Abstract: BACKGROUND: Educators lack understanding of traumatic brain injury (TBI), which can

Cited by 14 publications

References 46 publications

Identifying and supporting children with learning disabilities

Identifying and supporting children with learning disabilities

Special Issue: Childhood acquired brain injury affects adult outcomes

Return to school after acquired brain injury in the UK – the educators' perspectives

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