Survivors of brain injury: The narrative experiences of being a college or university student

Abstract

Individuals post-brain injury may benefit from occupational therapy services to reduce the challenges associated with functioning in the student role in college and university environments.

The language‐cognition‐affect interface in young college student stroke survivors with aphasia

“…Not only has this also been previously reported for survivors who returned to work, but it was also found to be significant in students with TBI and other language impairments (see e.g. Cahill et al, ; Fuller et al, ; Schlessman, ).…”

“…As in Fuller et al’s (: 310) study, in which students reported fast‐paced lecturers and problems such as “listening and writing notes or watching and making notes […], leaving them with dilemmas as to which to concentrate on, and, frequently, with poor notes as a result,” this study likewise confirmed the difficulties of note‐taking and retaining information from a professor. These two struggles, along with the burden of having to re‐read material, suggests aphasic students having to invest more time than a student with no (language) disorder might and “the increased effort to meet […] academic demands” as stated in Cahill et al (: 96). Furthermore, these can be seen as conflicts associated with concentration and other cognitive effects resulting from stroke.…”

“…Specifically, the aphasics in our study perceived writing and math as more difficult than prior to their stroke, which confirms Fuller et al’s (: 308) conclusion that “students were eager to choose courses in which learning and assessment required little written work, or few or no examinations.” Overall, this suggests that cognitive complications may indeed contribute to the survivor's level of success in school. Our participants reported that they had to retake courses, resign themselves to lower grades than expected or even minimize the number of hourly classes to keep up with an average student's achievements—similar to students with TBI, whose difficulty of studying and understanding assignment requirements plus the effects of cognitive impairments often challenges their fulfilling student role expectations (Cahill et al, ).…”

“…In another Canadian study by Cahill, Rotter, Lyons, and Marrone (), the fact that individuals with TBI have difficulty managing impairments, regulating student role responsibilities and developing relationships is acknowledged. Their eight participants described their time during college or university as a “balancing act” and reported feeling like “a square peg in a round hole.” One participant also mentioned that her abilities were “greatly influenced by her perceptions of the limited support provided by her college professors” (Cahill et al, , 94–98). The general inefficiency of support in a university setting in relation to students with disabilities has been observed in numerous studies (see also Fuller, Healey, Bradley, & Hall, ).…”

“…Furthermore, her findings point to abundant problematic themes including “testing, ways to learn, thinking, processing speed, barriers, accommodations, memory, writing, time studying, reading, fatigue, computers, sleep, distraction, transportation and school load” (Schlessman, : 103). In another Canadian study by Cahill, Rotter, Lyons, and Marrone (), the fact that individuals with TBI have difficulty managing impairments, regulating student role responsibilities and developing relationships is acknowledged. Their eight participants described their time during college or university as a “balancing act” and reported feeling like “a square peg in a round hole.” One participant also mentioned that her abilities were “greatly influenced by her perceptions of the limited support provided by her college professors” (Cahill et al, , 94–98).…”