Challenges for identification, learning and

By Katherine Kimes, MA, Marilyn Lash, MSW,

  This manual explores why brain injury is considered low incidence by educators when it is the leading cause of disability among children.  Methods for identifying students are given.  Common myths about the cognitive impact of a brain injury are corrected with examples of classroom interventions. Changes in learning are identified with strategies for teachers and parents.  The relationship between cognitive changes and challenging behaviors is explained, including methods for addressing behavioral changes in the classroom.