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ERIC Number: EJ921187
Record Type: Journal
Publication Date: 2011
Pages: 6
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0827-3383
Traumatic Brain Injury in K-12 Students II: Response to Instruction--When Will They Ever Learn?
Schutz, Larry E.; McNamara, Elizabeth A.
International Journal of Special Education, v26 n1 p64-69 2011
Most students who have sustained severe traumatic brain injury (TBI) appear normal when they return to school. Hopeful parents, encouraged by deceptively positive medical feedback, expect a return to regular education. In the classroom, the students initially seem almost ready to resume learning, but instead they fall farther behind grade level each year and begin to act out. Most can be trained to compensate for their acquired educational deficits. Teachers oriented to TBI by a professionally prepared video can implement simple classroom interventions at critical moments. A multidisciplinary team effort can provide pull-out instruction on strategies for improved self-control, study skills, and decision making. Some students will prove to need more intensive training from full-inclusion special education. The magnitude and scope of this covert and underpublicized problem in the United States should alert the special education communities in other nations to deal with this epidemic of unrecognized and unrehabilitated brain injury. [For Part I, see EJ890585.]
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A