Despite state laws requiring concussion education for youth sport stakeholders and a proliferation of educational programs, there has been little demonstrated impact on concussion reporting behaviors. We propose that this is because of four key limitations to existing approaches to concussion education: (1) deliberative decision making by the…

Post-traumatic stress disorder (PTSD) and traumatic brain injury (TBI) remain central topics in institutions' efforts to address student veteran needs. From the authors' experiences with student veterans, they present the five principles of effective instructional practice identified by the National Research Council (NRC) within the context of…

While often considered a low incidence disability, traumatic brain injuries (TBIs) among students are anything but low incidence occurrences. Furthermore, educators are often at times not made aware that a student is injured; when informed, the information provided is generally limited or incomplete at best leaving educators unsure regarding what…

Postsecondary institutions currently face the largest influx of veteran students since World War II. As the number of veteran students who may experience learning problems caused by Post-Traumatic Stress Disorder and/or Traumatic Brain Injury continues to rise, the need for instructional strategies that address their needs increases. Educators may…

The participation of a student with Traumatic Brain Injury (TBI) in general physical education can often be challenging and rewarding for the student and physical education teacher. This article addresses common characteristics of students with TBI and presents basic solutions to improve the education of students with TBI in the general physical…

As school-age children are at the highest risk for sustaining a traumatic brain injury (TBI), educational professionals working in school settings will encounter students dealing with the after-effects of a TBI. These effects can influence students' ability to navigate the behavioral, social, and academic demands of the classroom. This article…

In this article, the author identifies brain injuries as defined in special education law, discusses the number of students who might be impacted, describes symptoms, and reviews successful educational interventions. Traumatic brain injuries (TBI) are defined in special education law in the Individuals with Disabilities Education Act (IDEA 1990)…

A graduate student preparing to teach, who suffered from traumatic brain injury (TBI) that resulted in partial amnesia and learning disabilities when she was a high school student, describes her experience. She illustrates the difficulties she faced in returning to school and recommends strategies educators could use to help similar student they…

Students who have sustained a traumatic brain injury (TBI) return to the school setting with a range of cognitive, psychosocial, and physical deficits that can significantly affect their academic functioning. Successful educational reintegration for students with TBI requires careful assessment of each child's unique needs and abilities and the…

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…

The number of people who experience a brain injury increases every year, and 40 percent of all cases involve children (Hill, 1999). In fact, this high rate has led brain injury to become the most commonly acquired disability among children (Bigge, Best, & Heller, 2001), leading to a variety of primary disabilities that affect cognition,…

A Traumatic Brain Injury (TBI) changes cognition and behavior in students. Their learning needs are different from students with other exceptionalities. General and special education teachers can use specific strategies based on learning style, along with certain resources, with students who have experienced a TBI to promote learning in reading,…

This collection presents papers from the 1989 Southeast Augmentative Communication Conference. Papers include: "The Augmentative Communication Pre-School Program: Consultation Model" (Barbara Armstrong); "Affect and Its Communication In the Closed Head Injury Population While Using Augmentative Communication Devices" (Banajee,…