VI1

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Module VI_____________________________________

• Supporting Students with Mild Brain Injury

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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.

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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

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Proportions of Mild, Moderate, and Severe Brain
Injuries_________________________________________
______________

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

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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

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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

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Types of problems of students with mild brain
injury___________________________________________
____________

• Frustration
• Depression
• Disorganization
• School absences
• Conflict with peers and teachers
• Falling grades

• Memory
• Fatigue
• Inattention
• Slow performance
• Incomplete work
• Organizational problems

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Optional VideoMild Traumatic Brain Injury The
Hidden Consequences
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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

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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?

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

• The IEP team
• summarizes childs Present Level of Academic
  Achievement and Functional Performance and needs

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What if we dont suspect a disability for Mike,
but we do see needs?_____________________________
___________________________

• How can we meet Mikes needs?

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Meeting Mikes 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

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

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

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Regular Education Interventions for
Mike_____________________________________________
_________

• Communicate with parents about homework
• Delay SAT
• Postpone finals
• Monitor progress
• Refer for SE if needed

• Counsel Mike about brain injury
• Educate his parents, teachers, peers
• Adjust his schedule
• Prioritize homework
• Suggest peer assistance with homework

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• End of Module VI