In the Classroom: Traumatic Brain Injury ... What Teachers Should Know

My son suffered a brain injury from a car accident not less than a year ago.  A 504 plan was put in place for him to help him continue his studies.  Even with the accommodations in place, his teachers dismissed the majority of the key accommodations because it compromised the state's standards.  Some of them were not even aware of the accommodations and I place this blame on the SST leader since she assured me that was her responsibility to notify the teachers. Outside of that they just are not aware of the post-injury challenges that my son faces.  I have been told by a teacher that he is different, that he did not use his time wisely, or that he received a less than satisfactory grade on an assignment because he missed one step out of a paragraph long list of instructions which were supposed to be simplified as written in his plan.  They were provided with his eval report and with his current deficits and I feel that the all forget what was shared with them until I have to remind them again, which is often.  When I asked the principal about their involvement in working with TBI students, there was none.  This journey along with the journey of having another child with ADHD/IEP; I am exploring my options of becoming more involved in bridging the gap between brain injury students/parents and the school system.

am a (former, I guess) Elementary School Teacher (grades 2-5), who is now part of the TBI community (2 brain surgeries, double-digit concussions). I haven't gone back to the classroom, as I just haven't gotten to that point in healing to be able to be working. I have said, however, there is so much perspective that has come with my healing (steps forward and back) and I felt it would be an asset in the classroom. For students (and families of students), talk with your educators and administrators--and educational advocates if support, modification and encouragement is not forthcoming. We really do want to help and may just need some guidance on where your child/pre-teen/teen/adult is currently and we can work together to make goals for an increase in skills--social, emotional, academic. Since all TBI's are different (although there are certainly similarities that tie us together!!), this needs to be approached with those involved...and keep in consistent contact (since there are so many ups and downs with recovery).

For a commonality--I am better able to process information and stimuli earlier in the day...when my brain is tired, I make more word mistakes, finding driving unfamiliar places difficult and have increases in migraines and physical symptoms. So, if your TBI-loved one is similar, having the conversation about "shutting down" at points in the day when the brain is taxed/over-taxed and how to help (time away from stimuli, a quiet corner, time to rest, shortened school day) is a great step that will help the student and the teacher(s).
 

Good luck to all!!

Great article that all teachers should be aware of. My son suffered TBI through having two concussions occur with 24 hours. He went from a 3.85 honors math and chemistry student to a complete long term mess. It's been 2.5 years and he is attending the local JC and still struggling with issues post concussion. . I am a teacher, and I share his story as much as I can to the educational community.