Tiffany

=**Meeting the Needs of Students With Traumatic Brain Injury**= In the six months, I have been working closely with a student who experienced a Traumatic Brain Injury (TBI). This particular supgroup of special needs students present a unique group of challenges that require a teachers to utilize strategies than differ from other at-risk students. The most common challenges are emotional instability, loss cognitive functioning, and the physical affects of TBI. as a social studies educator, I do not have any expertise in the area and have had to consult experts for advise in the form fello LEA employees, his own caregivers and therapists, and professionals in TBI. I have found the following articles most useful.

Articles


 * Arroyos-Jurado, E., & Savage, T. A. (2008). Intervention Strategies for Serving Students With Traumatic Brain Injury. Intervention in School & Clinic, 43(4), 252-254. **

Arroyos and and Savage make a compelling argument for a multidisciplinary approach to educating students with traumatic brain injury. They specifically note the importance of teacher education in the unique academic and behavioral challenges posed by TBI. Flexibility, frequent re-evaluations, modifications, and special intervention strategies for TBI are referenced.


 * Bobbin Kyte, C. (n.d). Brain Injured Students: At My School? In My Room?. The Clearing House, 77(4). **

This is a guide for regular education teachers who find themselves trying to address the needs of students with traumatic brain injury. The most frequent challenges encountered by students with traumatic brain injury are poor attention spans, difficulty retaining information and organizing thoughts, impulsiveness, short limitations, and inability to self-start. To overcome those challenges, Bobbin-Kyte suggests educators link new learning to past experiences, build on students’ strengths, practice using new information to create memory cues, make connections to other situations (generalize learning), and help the student move student toward independence. The most important advice this author gives to regular education teachers is slow down!


 * Monfore, D. (2005). Resource Guide on Traumatic Brain Injury. Preventing School Failure, 49(4), 58-62. **

Monfore provides a quick, useful guide to educators teaching students with traumatic brain injuries. The author includes a traumatic brain injury glossary of commonly used terms, list of organizations, and publications arranged by consumers. The books are arranged specifically for those useful to educators, families, and professionals.

This special issue of Preventing School Failure includes several other articles with valuable information for educators working students with TBI. It would be a useful source to acquire in its’ entirety.

Books


 * Clark, Elaine, and Cheryl Hostetter. Traumatic brain injury training manual for school personnel. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1995. **

This is a book published by the United States Department of public education to help school personnel meet the needs of students suffering from TBI. It is specifically designed as a trainer’s manual and in-service training workbook for educators.


 * Clikeman, M. (2001). Traumatic brain injury in children and adolescents: assessment and intervention. New York: Guilford Press. **

This book is probably above the needs and interests of mainstream teachers. However, the eighth chapter, “Classroom Interventions” does offer practical advice for meeting the needs of students with traumatic brain injuries. The interventions address students needs in the areas of (Most of this chapter is available through Google Books.)


 * Lash, M., Wolcott, G. F., & Pearson, S. (2000). Signs & strategies for educating students with brain injuries: a practical guide for teachers and parents (3rd ed.). Wake Forest, NC: Lash & Associates Pub./Training Inc.. **

This clear, practical, and utilitarian guide is a must-have for educators working with students with brain injuries. The guide is in its third edition and includes many practical checklists and strategies for educators to use. The information developed in those worksheets can be passed on to future teachers and move from the elementary to middle to secondary grades. This guide addresses more than just the educational challenges associated with TBI, including the transition into school, emotional difficulties for parents and students, working with consultants, and changes in the damaged brain as it matures.


 * Sullivan, C. (2008). Brain injury survival kit: 365 tips, tools, & tricks to deals with cognitive function loss. New York, N.Y.: Demos Medical Pub.. **

This tip-a-day calendar style survival kit empowers individuals suffering from brain injuries to overcome the cognitive losses associated with traumatic brain injuries. Although the intended consumer is TBI sufferers, educators could benefit from these strategies by enabling students to use them in the educational setting. The author, a Dr. Cheryle Sullivan, is a brain injury survivor.

Organizational Websites


 * <span style="font-family: 'Comic Sans MS',cursive;">Brain Injury Association of America. (n.d.). Welcome to the Brain Injury Association of America. Retrieved February 13, 2011, from [] **

<span style="font-family: 'Comic Sans MS',cursive;">The Brain Injury Association of America (BIAA) is the largest and oldest brain injury advocacy, education, and research organization in America. The association has network of over 40 affiliates, including a North Carolina-Raleigh based chapter available at [|http://www.bianc.net]. BIAA provides valuable resources to individuals, families, and professionals dealing with traumatic brain injury.


 * <span style="font-family: 'Comic Sans MS',cursive;">The Brain Trauma Foundation. (n.d.). The Brain Trauma Foundation. Retrieved February 7, 2011, from [|http://www.braintrauma.org] **

<span style="font-family: 'Comic Sans MS',cursive;">The Brain Trauma Foundation is dedicated to improving outcomes for traumatic brain injury patients through best practices, research, and education initiatives. Under Links and Educational Resources, the foundation provides annotated links for educators. There is also a glossary of TBI terms available from the home page.

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