Planning In-School Transitions for a Student with a Brain Injury

Planning In-School Transitions for a Student with a Brain Injury

Janet Tyler, Ph.D., Linda Wilkerson, MS. Ed. and Roberta DePompei, Ph.D.

In school transitions for a student with a TBI are often difficult. Changing teachers, subjects, and rooms in school can challenge this student. Changing grades and schools can be even more challenging. This tip card helps parents, educators and therapists understand the importance of planning for school transitions and organize needed information for a student with a brain injury.

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Full Description

School transitions can be especially challenging for students with TBI. Tips help teachers, therapists and parents plan for changes in advance, prepare the student, and use compensatory strategies and supports at home and in the classroom for smoother transitions. It shows how to involve the student in planning ahead and how to use reminders and strategies at home and in class. There is a Transition Planning Information Notebook Checklist for use by families, educators and school nurses with information on medical care, therapies, evaluations, releases, education and family history.

Details
Item PIST
Pages 8
Year 2008, third edition

Authors

Janet Tyler, Ph.D.

Dr. Tyler is the Director of the Kansas State Department of Education’s Neurologic Disabilities Support Project, a statewide program that provides inservice training, consultation and technical assistance to educators serving students with traumatic brain injuries. Dr. Tyler also serves as an adjunct member of the Department of Special Education’s graduate faculty at the University of Kansas where she provides preservice training in traumatic brain injury. Since 1987, she has published, presented and consulted widely on educational issues related to traumatic brain injury.

Linda R Wilkerson, MS. Ed.

She is currently CEO of Minds Matter LLC. which provides therapies to individuals in their home and community settings. Minds Matter LLC also provides training and consulting designed to support the needs of staff and agencies working in the community with individuals with disabilities. Prior to working for Minds Matter LLC, Ms Wilkerson worked in the field of education for 25 years.

Roberta DePompei, Ph.D.

Dr. DePompei 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.

Contents

This tip card helps parents, educators and therapists...

  • understand importance of planning
  • plan for numerous transitions in school
  • organize transition planning information

Planning Transitions

Importance of Planning

Educator’s Role

  • Recognize the need for transition planning
  • Begin transition planning early
  • Assess the new environment and determine needs
  • Prepare receiving teachers
  • Provide future teachers with specific information about the student
  • Involve ancillary personnel
  • Continually monitor progress

Parent’s Role in Transition Planning

Fostering the Student’s Advocacy Skills

  • Tips on working together to help the student       
  • Tips on fostering the student’s self-advocacy skill

Transition Planning Information Notebook Checklist

  • Medical Information
  • Therapy Information
  • Neuropsychological Evaluations
  • Release/Exchange of Information Forms
  • Educational Information
  • Family History
  • Other History

Conclusion

References

Excerpts

Sample excerpt. Preview only – please do not copy.

Importance of Planning

Parents and teachers report that students with brain injuries often have a difficult time handling seemingly minor transitions such as moving from one task to the next, adjusting to school after a weekend at home, or returning to school after a vacation. More major transitions such as the passage to a new grade and the change from elementary to middle school, or middle school to high school, can present formidable challenges for students with brain injuries.

The difficulties of these students may be due to the cognitive and behavioral impairments that are common after a brain injury. They may make it hard for the student to adjust to changes in environments, routines, and expectations. Plus the increasing complexity of content, coupled with requirements for higher-level thinking skills and more independent learning, may cause new problems to surface as the student progresses through school.

Educator’s Role

  • Recognize the need for transition planning
  • Begin transition planning early
  • Assess the new environment and determine needs
  • Prepare receiving teachers
  • Provide future teachers with specific information about the student
  • Involve ancillary personnel
  • Continually monitor progress

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