Presentation on theme: "Module VIII Traumatic Brain Injury Special Education 501: Development & Characteristics of Children and Youth with Disabilities."— Presentation transcript:
Module VIII Traumatic Brain Injury Special Education 501: Development & Characteristics of Children and Youth with Disabilities
Warm-Up Activity Briefly describe the impact a lack of functional hearing can have on the academic career and every day life of a student. Place the activity in your course notebook.
TRAUMATIC BRAIN INJURY 16 Points of Quality Assurance
Traumatic Brain Injury Review: TBI Injury requires: Exertion of physical force; Internal, external injury to head resulting in loss of cognition, socio-emotional, or physical abilities Incorporated into IDEA 90 Additional services which extend beyond campus and school hours
Traumatic Brain Injury 16 Points of Quality Assurance Knowledge of… 1.the nature of TBI, including awareness of causes and incidence 2.psycho-social implications of TBI, including DSM-IV disorders 3.the differences and similarities of children and adolescents with TBI 4.the implications for academic and behavioral performance
Traumatic Brain Injury 16 Points of Quality Assurance Knowledge of… 5.Skills required in identifying student classroom performance and behaviors that are representative of impairments and ability related to TBI 6.Skills required in developing effective IEP based on unique configuration of strengths, impairments of the individual with TBI 7.assessment techniques applicable to TBI in areas of behavior, cognition, motor and sensory skills 8.Skills required in interpreting assessment protocols of children or adolescents with TBI (Bullock, Gable, & Mohr, 2005)
TBI: 16 Points of Quality Assurance 9.Skill in selecting appropriate instruction material, curriculum in working with students with TBI with attention to age appropriateness
TBI: 16 Points of Quality Assurance 10.Skill in working cooperatively with other professionals to plan and implement programs
TBI: 16 Points of Quality Assurance 11.Skill in involving peers and families of children and youth with TBI in program planning and development
TBI: 16 Points of Quality Assurance 12.Skill in working with school personnel in transitioning students with TBI in and out of the school setting
TBI: 16 Points of Quality Assurance 13.Knowledge of difficulties surrounding fitting children or youth with TBI into present scheme or educational programming; including how to develop criteria for making educational programming decisions in compliance with state and federal regulations
TBI: 16 Points of Quality Assurance 14.Knowledge of community services available to assist children or youth with TBI, their families and their teachers
TBI: 16 Points of Quality Assurance 15.Knowledge of quality educational programming for children or youth with TBI
TBI: 16 Points of Quality Assurance 16.Knowledge of microscopic neurophysiology, neuroanatomical and neurointegrative systems
Activity Three 1.Download file, Activity Three. 2.Carefully read and write an academic review of the article. 3.Follow the Academic Review Guidelines InfoSheet. 1.Place the activity in course notebook.
Case Study in TBI: Kip Traumatic Brain Injury timeline
Case Study in TBI: Kip Kip 17-year old male Oldest of three boys Mid-level socioeconomic status (SES) Considered very intelligent, introverted personality Participates in high school sports (i.e., football, basketball) Drives own older-model vehicle; safe driving record Involved in side-impact accident during three-day weekend Accident left him in coma for 2.5 days immediately after stabilization; severe concussion; airbag did not deploy
BARRIERS TO SCHOOL RE- ENTRY Possible Solutions
Traumatic Brain Injury BarriersPossible Solutions Poor Communication Lack of awareness of TBI System issues Establish case manager early; Ensure communication Training and on-going professional development on TBI Training for school administrators on TBI needs
Wrap-Up Activity As a teacher in a general education classroom, describe some of the possible implications of a rehabilitation regimen might have on the daily functioning of a student with TBI? Write a brief description of these implications. Place in your course notebook.