Changes That Might Occur
Programming issues for students with TBI must focus on educational implications beyond the traditional curriculum. TBI often affects the areas of functioning listed in the table below. The areas can overlap or interact with one another making it difficult to determine the most appropriate accommodation. The age of the student, the time since the onset of the injury, and the demands of the academic setting also may affect how each deficit impacts performance. In addition, the types of accommodations may change as the student recovers.
Although these cannot be easily isolated, difficulties in any one or more of the following areas may result in inappropriate classroom behavior and academic problems and may be misinterpreted as voluntary misbehavior or lack of ability or effort. Inappropriate classroom behavior and academic problems should be addressed as part of programming considerations. The listing below of possible manifestations and accommodations is not exhaustive, but serves as an example of some of the deficits and possible accommodations that would support the student. Please use a team approach and individualize accommodations according to the needs of your student.
In summary, the educator must understand that each day may look different as the brain recovers and heals. Providing a structured setting, with consistent routines and flexibility in instruction and assessment, is a necessity. These same types of supports will be necessary in other environments, as well. The transition team must look at possibility of in-home and parent/sibling training in an effort to provide structure, consistency, and flexibility across settings.