VI-1

Module VI_____________________________________

Supporting Students with Mild Brain Injury

VI-2

Module VI Goal_______________________________________________________

• To provide information about the ways in which mild brain injury affects educational performance and about strategies for supporting the student with mild brain injury.

VI-3

Module VI Learning Outcomes_______________________________________________________

At the end of this module you will:– Identify symptoms of mild brain injury– Understand the ways in which mild brain

injury affects school performance– Identify options for meeting the educational

needs of students with mild BI– Be familiar with strategies for supporting

students with mild BI

VI-4

Proportions of Mild, Moderate, and Severe Brain Injuries_______________________________________________________

0%10%20%30%40%50%60%70%80%

90%

Mild

Mod

.

Seve

re

MildMod.Severe

• The vast majority of students with brain injuries who return to school have mild injuries.

VI-5

What is “mild” brain injury?_______________________________________________________

• Brief or no loss of consciousness

• Signs of concussion– Nausea and vomiting

– Headache

– Fatigue

– Dizziness

– Poor memory

• Post-traumatic amnesia less than l hour

• GCS of 13-15

VI-6

Mild Brain Injuries______________________________________________________

• 88% of all brain injuries are mild

• Symptoms usually resolve within three months, but can persist and be life-long

• Symptoms can significantly interfere with academic school performance

• If ignored, symptoms may lead to more lasting problems

VI-7

Types of problems of students with mild brain injury_______________________________________________________

• Memory

• Fatigue

• Inattention

• Slow performance

• Incomplete work

• Organizational problems

• Frustration

• Depression

• Disorganization

• School absences

• Conflict with peers and teachers

• Falling grades

VI-8

Optional VideoMild Traumatic Brain Injury:

The Hidden Consequences

VI-9

When to Refer for IEP Team Evaluation_______________________________________________________

• Whenever school staff suspect a disability

• Whenever parent requests a special education evaluation

• Note: others also may refer for special education evaluation

VI-10

If Mike Is Referred for Evaluation_______________________________________________________

• Does Mike have a brain injury acquired by an external physical force?

• Does Mike have an impairment according to Wisconsin PI 11?

• Does Mike need special education?

• How will his needs be met?

VI-11

If Mike is found NOT to have an impairment/need for special education_______________________________________________________

• The IEP team–summarizes child’s Present Level

of Academic Achievement and Functional Performance and needs

VI-12

What if we don’t suspect a disability for Mike, but we do see needs?________________________________________________________

• How can we meet Mike’s needs?

VI-13

Meeting Mike’s needs if no IDEA disability is suspected_______________________________________________________

• Building team referral

• Case management to monitor performance

• Develop short-term strategies, accommodations

• Section 504 plan (if Mike meets 504 definition)

• Conduct individual non-special education assessment with written parent permission

• Staff development

VI-14

What strategies could we use to support Mike in general education?_______________________________________________________

• Consider Mike’s performance in school. What might you suggest to help him while he recovers from his injury?

VI-15

Regular Education Interventions for Mike______________________________________________________

• Counsel Mike about brain injury

• Educate his parents, teachers, peers

• Adjust his schedule• Prioritize homework• Suggest peer assistance

with homework

• Communicate with parents about homework

• Delay SAT• Postpone finals• Monitor progress• Refer for SE if needed

VI-16

End of Module VI