This manual was designed primarily for use by people with disabilities. The hope is that it is also useful for families, as well as service coordinators and providers who directly assist families and individuals with disabilities. The focus of this manual is to provide easy-to-read information about available resources, and to provide immediate…

This manual was designed primarily for use by people with disabilities. The hope is that it is also useful for families, as well as service coordinators and providers who directly assist families and individuals with disabilities. The focus of this manual is to provide easy-to-read information about available resources, and to provide immediate…

This manual was designed primarily for use by individuals with developmental disabilities and related conditions. It is hoped that it is also useful for families, as well as service coordinators and providers who directly assist families and individuals with developmental disabilities. The focus of this manual is to provide easy-to-read…

This manual was designed primarily for use by individuals with developmental disabilities and related conditions. It is hoped that it is also useful for families, as well as service coordinators and providers who directly assist families and individuals with developmental disabilities. The focus of this manual is to provide easy-to-read…

Head-injured students making the transition back to school need to relearn how to learn. Strategies are offered for helping these students deal with such problem areas as organization skills, abstraction, attention and concentration, making transitions, writing, and information processing speed. (JDD)

This article describes programing modifications and transition techniques for educators planning for the reentry of a child with a head injury. Discussion addresses: gathering information about the child; preparing school staff; preparing the student for the return; providing homebound instruction; modifying schedules to alleviate physical…

This article presents issues for consideration by planning teams making transition decisions for students with traumatic brain injuries. Factors in selecting a postsecondary setting are outlined, such as physical accessibility, living arrangements, academic programs and support services, social and personal support systems, and career/vocational…

This manual provides Colorado educators with guidelines for serving students with brain injuries. Following an introductory chapter, chapter 2 provides basic information on the brain including definitions of brain injury and its severity, incidence of brain injury, and characteristics of students with brain injury. Chapter 3 considers…

Evaluating children with traumatic brain injury (TBI) in order to facilitate their transition to school is reviewed. A process-oriented approach to assessing TBI children during rehabilitation is suggested. The major areas of functioning important to school reentry are discussed. The need for families and professionals to communicate about the…

This paper uses a case study of a 16-year-old girl with traumatic brain injury (TBI) to present information on the demographics of head injury, neuropathology, recovery patterns, acute rehabilitation, educationally significant effects, behavioral sequelae, the school as a vehicle for rehabilitation, a transition model, school reentry, and…

Guidelines are presented to assist medical, rehabilitative, and educational personnel in helping students with traumatic brain injury make the transition into a school setting. Included are a model for documentation of present level of performance and a guide for appropriate accommodations in public school programs to plan for school reentry. (SW)

Intended for use by the classroom teacher, this guide presents teaching suggestions as well as suggested resources for teaching children with traumatic brain injuries (TBI). Emphasis is placed on working with the injured family and the importance of planning for transition and re-entry into the classroom through a continuum of settings. Teachers…

This guide is an introduction to head injury and to educational resources in the field. An introductory section describes traumatic brain injury (TBI) as a federally recognized disability category and provides its federal and Idaho definitions. The following section introduces the unique characteristics of students with brain injuries. A section…

The school reentry of students with traumatic brain injury (TBI) is discussed, focusing on federal legislation requirements, TBI characteristics, assessment methods, the range of services that need to be considered, problems affecting students' academic and social functioning, need for a school team approach, schedule for reintegration planning,…

This resource guide offers strategies for working with children having mild to severe brain injuries. Chapter 1 corrects common misunderstandings about brain injuries and gives suggestions and illustrative case examples. Chapter 2 discusses 12 common changes in students with brain injuries such as tiredness, irritability, passivity, depression,…