What Is The Process For Reentry?
To effectively serve students with a TBI, families, school personnel, and service providers must collaborate to ensure that the transition to school is seamless and that the transition plan addresses the unique, diverse, and changing needs of the student. Schools and families need to establish a plan of action prior to the student’s return to school.
The student may be returning to school from a hospital, cognitive rehabilitation unit, a residential placement, a Texas Juvenile Justice Department facility, a detention facility, or a time of recovery at home. Regardless of the environment that the student is returning from, there are certain considerations that the student’s transition team must make. The checklist below will help ensure the proper support for the student as he/she transitions back to school.
- As soon as you know a student has a diagnosis of TBI, designate a school contact person to provide and receive information to and from the team (i.e. family, school staff, residential staff, Texas Juvenile Justice Department facility/detention center staff, etc.).
- Obtain parental consent for release of confidential information between the discharging facility and the school.
- Identify a medical contact person at the discharging facility (e.g., care coordinator or social worker).
- Access updates on the student’s progress and ongoing needs.
- Educate family members and school staff regarding the student’s condition and educational planning.
- Ensure educational services are provided if the student will receive long-term hospital care.
- Establish the student’s follow-up and reevaluation schedules and communicate these schedules to the team.
- Find out the date of the student’s discharge.
- Notify the discharge planner/social worker/parents of the discharge date in order for everyone to have input in the transition plan.
- Request a school reentry meeting before the student’s discharge.
- Secure the discharge summary – (brain injury screening results, relevant psychological/psychiatric evaluations and notes, and treatment plan).
- The summary should include necessary information/recommendations from the student’s doctor to inform the Section 504 committee or the admission, review and dismissal (ARD) committee.
- Identify cognitive and behavioral interventions used in the student’s treatment.
- Identify what cognitive improvement/decline the student has been experienced.
- Review what kinds of therapies/services (i.e. speech, occupational therapy, physical therapy, cognitive therapy, counseling, etc.) the student has received.
- Identify all areas of deficits: vision, seizures, hearing, medical, communication, cognitive, fine and gross motor, emotional, behavioral, comprehension, psychiatric, functional limitations, etc.
- Define the student’s behavioral and academic needs.
- Determine what state accommodations/modifications are in place for academic as well as for extra-curricular activities.
- Identify the assistive technology the student was using and discuss transfer of the devices if necessary.
- Establish a plan to determine medical benchmarks/medical milestones.
- Identify the community resources (CRCG) and support groups that are available to assist the student and the student’s family.