ED 543 Education and Psychology of Exceptional Children

Seminar 7 Topic Traumatic Brain Injury A Reluctant Return The following case study, prepared by the authors of your textbook, provides a profile of a youngster with a traumatic brain injury, and his transition back to school. Jesse Garcia had been a successful high school student and athlete. Four months ago he was involved in an automobile accident, resulting in a closed head injury and many changes in his physical, cognitive, and language skills. Now he is reluctantly preparing to return to school. Last September, the local newspaper featured an article on sixteen-year old Jesse Garcia. In it he was described not only as a model athlete, but also as an excellent student and role model for other teens. Jesse was an active teenager, well-liked by his peers. However, in early October, Jesse was involved in an automobile accident. He sustained severe physical injuries, as well as significant head trauma.

Seminar 7 Topic Jesse was unconscious for three days after the accident. He was hospitalized for several weeks. In addition to the physical injuries, he experienced difficulty with his attention, memory, and speech. After his discharge from the hospital in November, Jesse has spent most of his time in intensive speech and physical therapy, as an outpatient at the hospital. His family physician and a neurologist have monitored his progress regularly. While Jesse's physical injuries have begun to heal, they have stated that his difficulties with attention, memory, and speech may continue to exist for an extended time. Jesse remains unable to focus on tasks for extended periods, is easily frustrated, has difficulty remembering details about familiar events and facts, and has slurred speech.

Seminar 7 Topic In order to allow Jesse time to recover, his parents took him out of school for the remainder of the school semester. Since the accident, Jesse has uncharacteristically refused to see his friends and spends most of his time alone. His parents are patient, yet worried about him. A new school semester is about to begin. Jesse's parents and physicians feel it is time for Jesse to return to school. Jesse, however, is reluctant. He has no desire to return to school. He is concerned about how others will now perceive him, as well as how he will be able to handle the academic demands of school. His parents decide to push the issue. A meeting is set up with Jesse, his parents, the school counselor, and the physical and speech therapists who have worked with Jesse since the accident.

Seminar 7 Topic At the meeting, Mr. and Mrs. Garcia share medical record information as well as a report from Jesse's doctors explaining the impact of Jesse's head injury. The therapists also report about Jesse's progress, and continued need for therapy. Given the information provided, the school counselor suggests setting up a multidisciplinary evaluation for possible special education services. He explains that because of the impact of Jesse's head injury, Jesse may qualify for special education services as a student with a traumatic brain injury. Jesse's parents are hopeful that this type of support could assist Jesse in his transition back to school. Yet, Jesse is less than enthusiastic. "Why can't I just stay at home and have a tutor or something? I just can't go back!" he states.

Please give your feedback on the following: What characteristics of an individual with traumatic brain injury does Jesse exhibit? What types of information should be gathered during the multidisciplinary evaluation of Jesse? Who should be present at the subsequent multidisciplinary team meeting? Why? If the multidisciplinary team decides Jesse requires special education services, what type of placement and services would you recommend? Why? What types of interventions might be addressed? How can the school and Jesse's family assist him in his transition back to school? What is your role as the teacher in the planning and implementation of Jesse's educational program?

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