How Schools Can Prepare to Work with Children with TBI

[Dr. Ann Glang] I would say that most schools are prepared quite well to work with children with brain injury, they just maybe don't know it. For example, most strategies that work with children with other disabilities work quite well with kids with brain injuries. There's some modifications that need to take place, and that's why it's important for educators to become knowledgeable about the disability, because there's some differences. That's where the weakness is, is that preparation doesn't happen at the pre-service level and doesn't happen very well at the in-service level. Another thing that is different about children with brain injuries is the uneven skill profiles. Some might be quite strong in one area and quite weak in another, even within a skill area, for example, like math. Might be quite good at more advanced skills and have some problems with skills that normally you would think that they would have. Those are confusing. Also there's a whole family piece. That family's been through a very difficult experience, and that can present some problems and tension sometimes in the school setting. Another difference, I think, with kids with brain injuries is the memory issues and implications for learning. Learning takes longer, takes more practice, takes more review, takes smarter instruction.

Kids with TBI have similar challenges to kids with other disabilities, but they also have uneven skill profiles, meaning they may be strong in one area or academic subject but deficient in another.

See more video clips with Dr. Ann Glang.

Ann Glang

Ann Glang, PhD is a research professor and co-director of the Center on Brain Injury Research and Training (CBIRT), a center under the office of Research, Innovation and Graduate Education (RIGE) at the University of Oregon.

Posted on BrainLine August 12, 2013.

Produced by Noel Gunther, Justin Rhodes, and Erica Queen, BrainLine.