Identification, classification, and placement issues for students with traumatic brain injuries

Abordagem multidisciplinar no acompanhamento de uma criança com Traumatismo Crânio-Encefálico

“…Para planear devidamente a reentrada da criança na escola, é imperativo avaliar não apenas o seu desempenho em provas estandardizadas (Savage, 1991); recomenda-se que, antes de regressar à escola a criança consiga funcionar num contexto escolar, esteja preparada para seguir instruções (Clark, 1996, citado por Leikman, 2001, tenha capacidade para dar assistência a estímulos simultâneos em vá-rios sentidos (táctil, visão, audição, etc. ), consiga trabalhar autonomamente durante períodos superiores a 30 minutos (Mira & Tyler, 1991, citado por Leikman, 2001, possua capacidades para realizar as tarefas da classe, para compreender e reter informação, capacidade de raciocínio e expressão de ideias, de resolução de problemas, de planeamento e de auto-controlo (Cohen, 1996, citado por Leikman, 2001.…”

Neuropsychological Consultation with School Personnel: What Clinical Neuropsychologists Need to Know

“…If neuropsychological evaluations fail to meet the needs of school personnel, students in need of such evaluations are much less likely to be referred. Collaboration between clinical neuropsychologists and school psychologists is likely to result in more appropriate assessment and intervention services for students with neuropsychological conditions (Glang, Tyler, Pearson, Todis, & Morvant, 2004;MacKay, 2005;Savage, 1991). Interprofessional collaboration has the potential to increase the utility of neuropsychological evaluations within the school setting, thereby increasing referrals and ultimately expanding the provision of neuropsychological services to students and families.…”

Mild Traumatic Brain Injury: Facilitating School Success

“…For example, the minimal training and exposure to TBI that most educators have (Blosser & DePompei, 1991) may cause teachers considerable unease as they struggle to understand and accommodate survivors 7 needs. Also, survivors of all degrees of injury severity may have to tolerate placement in educational programs that address only some of their needs while providing inadequate or no a t t e n t i o n to others (Rosen & Gerring, 1986;Savage, 1991;Telzrow, 1990). For example, poor emotional control and inappropriate social interactions may prompt educators to place a survivor in a classroom for students with behavioral disorders despite a simultaneous need for the type of academic assistance provided through classes for students with learning disabilities, or the severity of a student's physical limitations may prevent placement in the classroom most appropriate for challenging his or her cognitive abilities.…”

“…One such factor is that school personnel often do not receive reports about mild injuries (Savage, 1991)-not a surprising event given the frequency with which survivors and family members are not informed about the possibility of persistent consequences. In addition to this communication breakdown, many mild injuries to school-age children occur during s u m m e r m o n t h s (Annegers, Grabow, Kurland, Laws, 1980;Kalsbeek et a l , 1980;Rimel, Jane, & Bond, 1990), and school personnel remain oblivious to the possibility of TBI-related problems.…”

“…M ild traumatic brain injury (TBI) is an event that happens with alarming frequency; of the approximately 1 million children and youth who sustain TBIs each year, more than 95% have injuries classifiable as mild (Kalsbeek, McLaurin, Harris, & Miller, 1980;Savage, 1991). Most often, mild TBI results from falls or domestic accidents, but it can also occur because of motor vehicle accidents, pedestrian and bicycle accidents, assaults, and sports accidents (Miller & Jones, 1990).…”