Rosa M. Vela Edu 203 College of Southern Nevada

Prior to the 1960’s, most children whose brains were seriously damaged died soon after the trauma. Changes in emergency treatment, imaging technology, and surgical and pharmaceutical treatments now help save children’s lives. However, it often takes intensive special education services and accommodations for the problems resulting from the accident to be resolved. Click on the link below to see a short video of a child who recovered from traumatic brain injury (TBI)

The IDEA ‘04 definition for TBI was introduced in 1990 when TBI became a separate special education category. TBI is not * a condition present at birth or * caused by a stroke, brain tumor, or other internally caused brain damage. TBI is * due to a concussion or head injury, possibly from an accident or child abuse, * not always apparent or visible, and * may or may not result in loss of consciousness

According to the National Institute of Neurological Disorders and Stroke TBI ranges in severity from mild to severe. They can last for a very short time or years. In some cases the effects disappear, but in some other cases it will result in lifelong problems. These symptoms are: dizziness, headache, selective attention problems, irritability, anxiety, blurred vision, insomnia, fatigue, motor difficulties, language problems, behavior problems, or cognitive and memory problems.

PhysicalCognitiveSocial/EmotionalEducational HeadachesShort-term memory problems Mood swingsDifficulty with multistep tasks FatigueLong-term memory problems AnxietyRequires consistent schedule and routine Muscle contractionsAttention deficitsDepressionNeeds distractions reduced ImbalanceDisorganizationRestlessnessRequires shortened assignments ParalysisNonsequential thinking Lack of motivationMust have lots of opportunities for practice of new skills

According to the federal government, 23,864 students, ages 6 through 21, receive special education services because of TBI (OSEP, 2008a). Almost two-thirds of these students learn alongside classmates without disabilities, some with support from resource programs, for most of the school day (OSEP, 2008a).

Half are caused by transportation accidents such as car accidents, motorcycle accidents, and bicycle accidents. 20% percent are due to violence such as child abuse or firearms. Small percentage is due to sports injuries. TBI is common among older children, teenage boys who are engaged in high risk behaviors. For young children TBI is usually caused by child abuse, shaken baby syndrome where an infant is shaken so hard that it causes brain injury.

Traumatic Brain Injury (TBI) Can be prevented or injuries minimized. Wearing helmets when riding a bike or skateboarding, not driving moving vehicles while intoxicated or under the influence of drugs and avoiding high-risk behaviors can prevent tragic accidents. Quick and immediate medical attention is important to prevent further damage.

There is no single answer to how best to educate these students. Many students have complex coexisting conditions that result in unique, and highly individualized educational responses. Assessment Because of universal infant screenings, better medical technology, and more informed pediatricians, more and more instances of disabilities are identified when these individuals are infants or toddlers. Their delays in development become obvious when they do not walk or talk on time, toddlers are identified so they can receive important intervention services during early childhood. Unless the disability occurs later for example a head injury after birth.

Early Identification Many infants are identified and receive critical early intervention services in their first few years of life. Families benefit from these services because they learn how to interact in special ways with their baby with severe disabilities. Prereferral Sometimes it is educators who must confirm families worst fears: (The bicycle accident several weeks ago caused more than a broken leg; it may have also caused brain injury) School personnel play a critical role in bringing important services to students with TBI.

Identification Students with multiple and coexisting disabilities many of them are identified at birth. Universal Infant screening procedures bring babies with hearing and vision problems to the attention of service providers during the critical months after birth. The situation for students with TBI is different because sometimes they don’t get identified right after their injury because they show no visible signs (cuts, bruises) of brain injury. This often creates challenges for the injured person because the outside world cannot see the wounds from a TBI and have difficulty understanding the nature of the injury. Many cases go undiagnosed this is often called the silent epidemic. Evaluation: Alternate Assessments—The “1% Kids” IDEA ‘04 and the No Child Left Behind Act require all students—those with and without disabilities—be included in the national accountability system. Students not participating fully in the general education curriculum, the government allows each state to use alternate assessments—another form of testing and evaluation of learning gains. Such students are given these alternate assessments on alternate achievement standards. These standards might reflect achievement expectations of those participating in the general education curriculum but with fewer objectives or different expectations.

Parents and extended family members are often at the heart of early intervention services, making a difference in the lives of their children. It is important that infants and toddlers with extensive needs because of their disabilities receive extra help learning, growing, and getting prepared for life and their school years. The early intervention services is possible through IDEA ‘04. It’s important for professionals, families, and policymakers to agree about what to expect from these services. Below are five outcomes for families participating in services supported by IDEA ’04 agreed upon.  understand their child’s strengths, abilities, and special needs  know their rights and advocate effectively for their children  help their child develop and learn  have support systems  access desired services, programs, and activities in their community.

Students with low-incidence disabilities should be considered a unique member of a diverse group of learners, all of whom exhibit different learning styles and characteristics. Access to the General Education Curriculum Students with low-incidence disabilities do not have access to the general education as their primary objective, they will be striving to meet a curriculum such as independent living. TBI students have the highest participation rate in general education. Students with deaf- blindness has a low participation rate. The lowest however is students with multiple disabilities.

Instructional Accommodations Modifications to the instructional program/classroom routine can make such a difference and help achieve maximum benefits for students with low-incidence disabilities. Example: A student with TBI who spends only half a day at school benefits greatly when the classroom schedule is adjusted so instruction on important academic tasks happens during the morning. Data-Based Practices Functional curriculum is instruction in natural settings relating to life (person’s daily needs) and vocational skills. This type of practice is not appropriate for every student with low incidence disabilities, the IEP team decides. TBI students find that organizing strategies, such as graphic organizers and story maps help them focus, visualize information, and put structure to their learning efforts.

Data-Based Practices (continued) After the age of 14, the labor laws allow students to work in the community. Important skills needed in daily life must be taught in natural or real settings to become useful, this is community-based Instruction (CBI). This practice improves these individuals’ inclusion in daily life and employment when they are adults.

Technology Has helped individuals with disabilities  communicate more effectively  increase their levels of independence  control their environments  have greater mobility  gain access to information Augmentative and alternative communication devices (ACC) allows for communication and participation not otherwise possible for many individuals with multiple-severe disabilities. Also this type of device has helped students who are unable to communicate with others through oral speech.

Health writings. ( ). Retrieved from Preparing for Thanksgiving Travel: 3. (October 29, 2009). Retrieved from 1 st in Unique Gifts. (2011).Retrieved from Smith, E. E., & Tyler, N. C. (2009). Introduction to special education, making a difference. Pearson College