TRAUMATIC BRAIN INJURY INTELLECTUAL DISABILITY& MULTIPLE DISABILITIES Teaching Students With Disabilities Ryan Williams Marjaan Sirdar Saed Adbi

TRAUMATIC BRAIN INJURY Often referred to as TBI

“ ” TRAUMATIC BRAIN INJURY (TBI) IS A SERIOUS PUBLIC HEALTH PROBLEM IN THE UNITED STATES. EACH YEAR, TRAUMATIC BRAIN INJURIES CONTRIBUTE TO A SUBSTANTIAL NUMBER OF DEATHS AND CASES OF PERMANENT DISABILITY. IN MILLION TBIS OCCURRED EITHER AS AN ISOLATED INJURY OR ALONG WITH OTHER INJURIES. 1 A TBI IS CAUSED BY A BUMP, BLOW OR JOLT TO THE HEAD OR A PENETRATING HEAD INJURY THAT DISRUPTS THE NORMAL FUNCTION OF THE BRAIN. NOT ALL BLOWS OR JOLTS TO THE HEAD RESULT IN A TBI. THE SEVERITY OF A TBI MAY RANGE FROM “MILD,” I.E., A BRIEF CHANGE IN MENTAL STATUS OR CONSCIOUSNESS TO “SEVERE,” I.E., AN EXTENDED PERIOD OF UNCONSCIOUSNESS OR AMNESIA AFTER THE INJURY. CDC’S RESEARCH AND PROGRAMS WORK TO PREVENT TBI AND HELP PEOPLE BETTER RECOGNIZE, RESPOND, AND RECOVER IF A TBI OCCURS. SOURCE CDC definition

“ ” TRAUMATIC BRAIN INJURY MEANS AN ACQUIRED INJURY TO THE BRAIN CAUSED BY AN EXTERNAL PHYSICAL FORCE, RESULTING IN TOTAL OR PARTIAL FUNCTIONAL DISABILITY OR PSYCHOSOCIAL IMPAIRMENT, OR BOTH, THAT ADVERSELY AFFECTS A CHILD'S EDUCATIONAL PERFORMANCE. TRAUMATIC BRAIN INJURY APPLIES TO OPEN OR CLOSED HEAD INJURIES RESULTING IN IMPAIRMENTS IN ONE OR MORE AREAS, SUCH AS COGNITION; LANGUAGE; MEMORY; ATTENTION; REASONING; ABSTRACT THINKING; JUDGMENT; PROBLEM-SOLVING; SENSORY, PERCEPTUAL, AND MOTOR ABILITIES; PSYCHOSOCIAL BEHAVIOR; PHYSICAL FUNCTIONS; INFORMATION PROCESSING; AND SPEECH. TRAUMATIC BRAIN INJURY DOES NOT APPLY TO BRAIN INJURIES THAT ARE CONGENITAL OR DEGENERATIVE, OR TO BRAIN INJURIES INDUCED BY BIRTH TRAUMA. IDEA definition Regulations: Part 300 / A / / c / 12300A300.8c

TRAUMATIC BRAIN INJURY A DISABILITY YOU CAN GET WHILE AT SCHOOL Unlike many of the disabilities that we are learning about in our class TBI can happen at school. Athletes are among the highest risk. Contact sports such as football and hockey can receive much focus. Do not over look the risk of other sports such as Gymnastics or Swim Team Diving, these students athletes are also at risk for head injury.

RETURNING TO SCHOOL After TBI students will have a time of rehabilitation. Rehabilitation can last for weeks or months. The challenges may last a life time. Each student with TBI will have different limitations and needs. Assessments will be needed to provide the appropriate accommodations.

“ ” 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 SELECTION OF CLASSROOM INTERVENTIONS DESIGNED TO MEET THOSE NEEDS. IN THIS ARTICLE, THE AUTHOR PRESENTS INFORMATION ABOUT THE RANGE OF SERVICES THAT ARE AVAILABLE IN THE SCHOOL SETTING AND DISCUSSES TYPICAL ENVIRONMENTAL AND CLASSROOM ACCOMMODATIONS THAT HAVE PROVEN EFFECTIVE. THE AUTHOR DISCUSSES A VARIETY OF SPECIFIC RESEARCH-BASED LEARNING STRATEGIES, BEHAVIORAL INTERVENTIONS, AND INSTRUCTIONAL INTERVENTIONS AVAILABLE TO EDUCATORS WHO WORK WITH TBI STUDENTS. Julie M. Bowen, Preventing School Failure students-traumatic-brain-injuries_pageall.html

STUDENTS OFTEN HAVE FRUSTRATIONS FROM THEIR LIMITATIONS FROM TBI. STUDENTS CAN REMEMBER THEIR PAST STRENGTHS AND SKILLS MAKING THEIR NEW CHALLENGES EMOTIONALLY FRUSTRATING Activity Discussion & Presentation

OVERVIEW OF TRAUMATIC BRAIN INJURY (TBI) MU SCHOOL OF HEALTH PROFESSIONS MU SCHOOL OF HEALTH PROFESSIONS

BRAIN INJURY BASICS AND ANATOMY OF THE BRAIN - BRAIN INJURY 101 KPKINTERACTIVE KPKINTERACTIVE

INTELLECTUAL DISABILITY (MENTAL RETARDATION)

“ ” INTELLECTUAL DISABILITY MEANS SIGNIFICANTLY SUBAVERAGE GENERAL INTELLECTUAL FUNCTIONING, EXISTING CONCURRENTLY WITH DEFICITS IN ADAPTIVE BEHAVIOR AND MANIFESTED DURING THE DEVELOPMENTAL PERIOD, THAT ADVERSELY AFFECTS A CHILD'S EDUCATIONAL PERFORMANCE IDEA definition Regulations: Part 300 / A / / c / 6300A300.8c %2C300%252E8%2Cc%2C6%2C INTELLECTUAL DISABILITY

CAUSES Unexplained: most common Trauma (before or after birth) Infections Chromosomal abnormalities: Down Syndrome, Fragile X Syndrome, Prader-Willi Syndrome Genetic/ metabolic abnormalities: Galactosemia, Phenylketonuria (Pku), Hunter Syndrome, Sanfilippo Syndrome, Rett Syndrome, Toxic: FAS or Prenatal drug exposure Nutritional and/or Environmental: POVERTY ( ). The General Educator's Guide to Special Education (p. 56). SAGE Publications. Kindle Edition.

INTELLECTUAL DISABILITY According to the CDC: In 1993, an estimated 1.5 million persons aged 6-64 years in the United States had MR, and the overall rate of MR was 7.6 cases per 1000 population.

MULTIPLE DISABILITIES

DEFINITION: A student is eligible to receive services under multiple disabilities categories if he or she is Severely impaired in a way that inhabits learning outcome. Multiple Learning Disabilities can be physical and non physical

“ ” MULTIPLE DISABILITIES MEANS CONCOMITANT IMPAIRMENTS (SUCH AS MENTAL RETARDATION-BLINDNESS OR MENTAL RETARDATION-ORTHOPEDIC IMPAIRMENT), THE COMBINATION OF WHICH CAUSES SUCH SEVERE EDUCATIONAL NEEDS THAT THEY CANNOT BE ACCOMMODATED IN SPECIAL EDUCATION PROGRAMS SOLELY FOR ONE OF THE IMPAIRMENTS. MULTIPLE DISABILITIES DOES NOT INCLUDE DEAF- BLINDNESS. IDEA definition Regulations: Part 300 / A / / c / 7300A300.8c %2C300%252E8%2Cc%2C7%2C

PROFILE OF STUDENTS WITH MULTIPLE LEARNING DISABILITIES: A) They have physical limitation B) They have Emotional and behavior problems C) They have sensory impairments D) They have intellectual challenges E) They lack communication Skills

PROFILE OF STUDENTS WITH MULTIPLE LEARNING DISABILITIES: A) They have physical limitation B) They have Emotional and behavior problems C) They have sensory impairments D) They have intellectual challenges E) They lack communication Skills

B) Consistent rules Avoid power struggles Give options Teach social skills

C) Teach acceptance Arrange classroom for the visually & hearing impaired Allow and encourage students to assist Technology assistance

D) Do not overwhelm with complexities Explain assignments in precise language Model what you are teaching

E) Shorten the physical distance Build Confidence Augmentative and Alternative communication Voice output Technology Sign Language

Group Activities! Break into 3 groups TBI intellectual disabilities multiple disabilities Each person in each group performs activity TBI - write with non-dominant hand ID - to be determined MD - discuss educational strategies and share back 2-3 with large group After activity group reflection one person facilitates one person takes notes one person shares back to large group