This paper on traumatic brain injuries begins with statistics on the incidence of the disorder, especially as they relate to Colorado. Traumatic brain injury is then defined, and problems caused by traumatic brain injury are discussed. The components of effective programming for students with traumatic brain injuries are described, followed by the implications for schools at the district level, the building level, the classroom level, and the personal service provider level. Appendices offer suggestions for transition programming, physical care planning and support, individual health care plans, environmental management and support, differentiated academics, programming in the life skills area, developmental/compensatory skill development, and effective instruction. A list of print resources and organizational resources serving Colorado concludes the paper. (JDD)