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 MSEd and Roberta DePompei Ph.D.
Tip card explains why students and children have difficult transitions when changing teachers, subjects, schools and rooms after brain injury (TBI). Gives tips for teachers and parents on planning for changes in advance, preparing the student, and using compensatory strategies and supports at home and in the classroom.
Item: PIST
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Full Description

Major changes at school, even minor changes in routine, can be difficult for students with acquired brain injury. This tip card gives tips for educators and parents to prepare TBI students to transition  or change teachers, subjects, classrooms, and schools and  more effectively. Shows how to involve the student in planning ahead and using reminders and strategies at home and in class. Includes 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.

  Janet Tyler, Ph.D., 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.

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.

Linda R Wilkerson

Linda R Wilkerson, MSEd is currently CEO of Minds Matter LLC.  Minds Matter LLC 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, Linda R Wilkerson worked in the field of education for 25 years.

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
  • Tips for parents on planning for each transition
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.

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.

  • Begin transition planning early
  • Begin planning well in advance
  • Provide activities to prepare the student
  • Share information about the new setting
  • Schedule visits to the new setting
  • Provide opportunities to meet with new teachers
  • Hold planning meetings with current and future teachers

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