Special Education IEP Checklist for a Student with a Brain Injury

Special Education IEP Checklist for a Student with a Brain Injury

Roberta DePompei Ph.D, Jean Blosser, Ron Savage Ed.D. and Marilyn Lash M.S.W.
Brain injury information for schools has IEP checklist for physical, behavioral, cognitive, communicative, social, and emotional needs. Gives teaching methods and classroom accommodations.
Item: IEP
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Full Description

Brain injury Tip Card on children in school shows how to identify educational needs, develop teaching strategies, plan environmental changes, and write functional, effective educational plans.

Has detailed checklists for helping the student think and communicate, handle emotions, manage behaviors, and use physical abilities. Classroom adaptations are listed with considerations for the IEP.

Details
Item IEP
Pages 6
Year 1998

Authors

Ronald C. Savage Ed.D.

Dr. Ronald Savage has worked with children, adolescents and young adults with neurological injuries and disabilities for over 25 years. Presently, Dr. Savage is Executive Vice President and Senior Author for Lash & Associates Publishing/Training Inc. in North Carolina.  Dr. Savage is the Executive Vice President of the North American Brain Injury Society.  He is the former Executive Vice President of the Neurosciences Institute at Bancroft NeuroHealth in New Jersey, Senior Vice President of Behavioral Health and Rehabilitative Services at The May Institute in Massachusetts and Director of Clinical Services for Rehabilitation Services of New York. 

In addition, Dr. Savage has taught at the elementary and secondary school level as a classroom teacher and as a special educator.  He has also taught courses at several colleges and universities.  Dr. Savage is the former Chairperson of the Pediatric Task Force for the National Brain Injury Foundation, the former Co-Chairperson of the International Pediatric Task Force for the International Brain Injury Association, and is a founding member of the American Academy for the Certification of Brain Injury Specialists.


Marilyn Lash, M.S.W.

Marilyn uses her social work experience and research in pediatric rehabilitation to develop sensitive and practical guides for families, educators, and professionals. Marilyn's specialty is helping families cope with the emotional impact of brain injury and developing strategies for negotiating the complex service system. Now Director and Senior Editor of Lash and Associates Publishing/Training, she focuses on developing user friendly publications for families, educators, and clinicians.

Roberta DePompei, Ph.D.

Roberta DePompei, Ph.D., is a Professor and Clinical Supervisor at the Audiology and Speech Center at the University of Akron in Ohio.  An advocate of the needs of youths with brain injuries and their families, she is on numerous national task forces and committees, as well as former co-chair of the Special Interest Group on Children and Adolescents with Brain Injuries for the Brain Injury Association of America.
 
Widely published and a national and international presenter, Dr. DePompei specializes in the impact of brain injury upon speech, language and communication.  She is especially interested in developing transitional opportunities for students as they progress through school and prepare for adulthood.  Dr. DePompei is Vice President and Senior Author at Lash & Associates Publishing/Training Inc.

Contents

This tip card helps parents, therapists and educators...
  • identify unique educational needs
  • develop teaching strategies
  • plan environmental changes
  • write functional and effective educational plans
The Individualized Education Plan (IEP)

Objectives

Student Accommodations or Assistance
  • Thinking and communicating
  • Feelings and behaviors
  • Senses and physical skills
Adaptations or Changes in the Classroom
  • What teaching strategies will help the student?   
  • Number of students
  • Instructions and assignments
  • Aids and adjustment
Environmental Modifications or Changes
  • Where does the student learn?
  • What changes are needed in the student’s classroom?
Additional Things to Consider
  • How will you know what the student is learning?
  • How can the student make effective transitions?
  • How are occupational, physical, and speech and language therapists integrated into the education program?
  • Is the student developing social skills?
Conclusion

Resources

Excerpts

Sample excerpt. Preview only – please do not copy.

Once a student has been found eligible for special education, the Individualized Education Plan (IEP) becomes the tool for describing what is needed and how services will be provided. The IEP is a contract between parents and the school for the student. Some schools may be unfamiliar with developing functional educational plans for students with brain injuries. This tip card provides a checklist for designing an IEP for a student with a brain injury.

Needs help to Does the IEP describe what to do?      Yes       No

  • Pay attention and concentrate      Yes       No
  • Get started in activities and work      Yes       No
  • Become organized and plan ahead      Yes       No
  • Reason and problem solve      Yes       No
  • Learn new information      Yes       No
  • Recall previously learned information      Yes       No
  • Communicate clearly and effectively in speech      Yes       No
  • Communicate clearly and effectively in writing      Yes       No
  • Make good and safe decisions      Yes       No
  • Be flexible and adjust to change      Yes       No

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