Special Education

What Is Special Education? Autism Spectrum Disorder Autism - Special Focus on Asperger's Syndrome Developmental Considerations Fetal Alcohol Syndrome Learning Disability Mild Traumatic Brain Injury

General Information

Traumatic brain injury (TBI) is damage to the brain that occurs after birth as a result of an external force (e.g., falls, sports injuries, accidents, medical treatment).The severity can vary greatly depending on the part of the brain that is affected. The recovery from a brain injury takes time. The length of time depends on the nature and severity of the injury. Children who sustain TBI may experience a complex array of problems that can affect alertness and concentration, self-awareness, perception, memory and learning, reasoning, planning and problem solving, speech and language, motor control, and emotions.

General Characteristics To Look For

Anyone who suffers a blow to the head should be checked by a doctor.

Prevention is key. Preventive strategies include

always wearing a seat belt
always wearing a helmet while riding a bicycle or a horse, skiing, skating, skateboarding, riding a motorcycle, snowmobile, or all-terrain vehicle
always wearing head protection when at bat or running bases or playing a contact sport.

Changes in behaviour may be related to a mild traumatic brain injury. If a child presents with one or more of the following behaviours that are different from his/her normal state, consider this a concern.

Concentration and Learning

difficulty remembering—short- and long-term memory is affected
makes up stories to fill memory gaps
impaired concentration, limited attention span
difficulty in attending to more than one thing at a time
confused about time and place, confuses past and present events
does not start or is slow to start conversations, ask questions, or make comments
increased time required to learn new information or skills
difficulty planning a sequence of tasks
difficulty with decision making and reasoning
appears disorganized
impairment of perception, communication, word finding, reading and writing skills, planning, sequencing, processing speed, and judgment.

Physical

nausea, repeated vomiting, loss of consciousness
dizziness, confusion, headaches (intermittent or persistent ), lightheaded
sensory problems: blurred vision or double vision, ringing in the ears, bad taste in the mouth
listless and irritable
change in appetite or sleep patterns, refusal to eat
seizures
pupils of unequal size
bruises
sensory processing difficulties
poor balance, reduced motor speed, lack of fine motor coordination, spasticity of muscles, paralysis of one or both sides

Behavioural

changes in behaviour
mood swings
mind gets stuck on one idea or activity
socially inappropriate behaviour or comments
personality change
withdrawal, depression, frustration, anxiety
difficulty with turn taking
acting out of place in unfamiliar or public settings
lower tolerance for frustrating situations
loses interest in favourite activities, possessions or pastimes

Impact On Student Success

The impact of a Mild Traumatic Brain Injury on student success varies widely dependent on the nature and severity of the injury. Students may have difficulties with areas such as alertness and concentration, self-awareness, perception, memory and learning, reasoning, planning and problem solving, speech and language, motor control, and emotions.

What We Can Do Together

A team approach and planning are important. Work together with families, schools, and community services. The team could include a rehabilitation team (including doctors and nurses, occupational therapists, speech pathologists, educators, social workers, etc.).
Encourage the use of a calendar, memory aids, post-it notes, and a notebook to log activities at home and at school.
Schedule brief rest periods between short periods of activity.
Be aware that because the child’s short-term memory may be impaired, what appears to have been learned may be forgotten later in the day.
Build opportunities for success and maximize the student’s strengths.

Teachers and Support Staff

Develop strategies to support students who have difficulty with attention and concentration, memory, organization, and following directions. These might include:
- reducing distractions in the work area (e.g., remove extra pencils, books)
- dividing work into smaller sections
- establish a non-verbal cueing system (e.g., eye contact, touch) to remind the student to pay attention.
Link new information to the student’s relevant prior knowledge.
Colour code materials for each class/subject.
Provide oral and written instructions.
Avoid figurative language.
Slow down the pace of instruction.
Demonstrate new tasks, state instructions, and provide examples to illustrate ideas and concepts.
Teach compensatory strategies for increasing memory

School Administrators

Maintain current knowledge of available community resources.
Ensure solid transition planning between grades and provide opportunities for teachers, families, and community partners to share knowledge/information about what works for the child.
Support training opportunities for teachers and other staff.
Use the family, rehab centre, and other community partners as information resources.

Parents and Caregivers

Provide information about the child, including what motivates him/her, what interests him/her, what makes him/her special, what his/her strengths are, etc.
Help with transition planning and building consistency for the child in home and school expectations.
Be a supportive advocate for the child.
Consider use of community supports and participating in parent support groups

Community Partners

Provide supportive consultation, resources, and referrals to other services if needed.
Work collaboratively with other community services to provide a “big picture” support system.

CHECKERED FLAGS

Mild Traumatic Brain Injury