Educating Students with TBI: Themes and Recommendations

Abstract

Ten educational consultants and researchers, each with extensive experience working with children with traumatic brain injury (TBI) in school settings, identified seven themes related to serving this population in public schools. These themes are discussed under the headings (1) incidence of TBI and prevalence of persistent educational disability, (2) diversity and central tendencies within the population, (3) assessment, (4) intervention and support in school settings, (5) training and support for educators, (6) intervention and support for families, and (7) systems change and flexibility. For each theme, a set of recommendations is provided, forming an educational research and policy agenda for pediatric TBI.

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

“…However, selfefficacy alone is insufficient to effectively manage the complex learning and behavioral needs of students with TBI. Educators need to be trained to use methods that have been validated with students with TBI and to modify strategies validated with students with other disabilities (Dettmer, Ettel, Glang, & McAvoy, 2014;Glang, Todis, Sublette, Eagan-Brown, & Vaccaro, 2010;Ylvisaker et al, 2005;Ylvisaker et al, 2001). …”

“…First, although repeated recommendations have been made to include TBI in pre-service teacher education (e.g., Case et al, 2017;Ettel, McCart, & Glang, 2014;Mohr & Bullock, 2005;Ylvisaker et al, 2001), efforts in this area have been minimal in most countries. Until teachers are given adequate training and support, they will continue to struggle to support students with TBI.…”

“…For decades, it has been clear that a crucial factor in establishing appropriate educational supports for students with TBI is their teachers' understanding of how to do so (Master, Gioia, Leddy, & Grady, 2012;Ylvisaker, Todis, Glang et al, 2001). Recent studies have shown that educators continue to have limited training in TBI (Davies et al, 2013) and a poor understanding of effective instructional and behavioral support strategies (Ettel, Glang, Todis, & Davies, 2016;Linden, Braiden, & Miller, 2013;Mohr & Bullock, 2005).…”

Management and Rehabilitation of Traumatic Brain Injury in Children

“…A survey of researchers and professionals involved in the care of children and adolescents with TBI identified these transitions as understudied. (28) Such transitions to home can be difficult particularly if there are challenges the family is facing beyond the TBI. The following section discusses issues in the transition to home from the hospital.…”

“…A survey of researchers and professionals involved in the care of children and adolescents with TBI identified these transitions as understudied. (28) TRANSITION TO HOME It is very important to recognize that there are significant stressors on the family unit following TBI, particularly when the injury has been severe. Families of a child with severe TBI who have a history of significant discord and stress prior to the accident are at highest risk for experiencing additional difficulty following the injury.…”