Signs and Strategies for Educating Students With Brain Injuries: A Practical Guide for Teachers and Schools [Paperback]

Gary Wolcott (Author), Marilyn Lash (Author), Sue Pearson (Author)

Book Description

Publication Date: November 1995

This manual gives a basic overview of the consequences that traumatiac brain injuries can have on a student's learning and behavior. It sorts out myths from facts, explains common changes at home and in school, and gives strategies for use at home and in the classroom. There are detailed worksheets to transfer information as the student moves from teacher to teacher, grade to grade, and school to school. This is a must have book for educators and families with any child or student who has had a traumatic brain injury.

--This text refers to an alternate Paperback edition.

Editorial Reviews

From the Publisher

This is the third edition of this manual. It has been so popular that it has outsold all our other books on brain injury due to its clear, practical and useful information. There are lots of checklists and strategies that families and educators can easily use to help the student learn and succeed in school. This manual explains the physical, cognitive, behavioral, social, emotional and communicative changes that are often occur in a child with a traumatic brain injury. It lists changes that parents and educators are likely to see at home and in the classroom and then provides strategies to help the child. The content applies to students of all ages. --This text refers to an alternate Paperback edition.

From the Inside Flap

Finding the survivors of brain injury In 1991, an amendment to the federal Individuals with Disabilities Education Act (IDEA) was passed. It created a category of traumatic brain injury to help educators identify these students and respond to their unique needs. The National Center on Health Statistics reports that brain injury is the leading cause of disability in children between ages 1-14. Yet, in every state, the number of students receiving special education and related services with the classification of traumatic brain injury remains low in comparision to other conditions.

It has been estimated that up to 1,000,000 children receive brain injuries each year and that 1 in 500 children will be hospitalized with a brain injury each year. If the incidence of traumatic brain injury is so high, why is the number of students identified in the schools so low? Children who sustain mild brain injuries may not be identified at all, despite changes in their learning and behavior. Some students, whose injuries and resulting disabilities are more obvious, may be receiving services under other educational categories. Accurately identifying these students is a first and necessary step toward developing and providing the special education and support services they need in order to reach their potential for academic and vocational achievement, emotional growth, and preparation for adulthood. This book was written to help educators work through these critical issues. --This text refers to an alternate Paperback edition.

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Product Details

• Paperback: 101 pages
• Publisher: Hdi Pub (November 1995)
• Language: English
• ISBN-10: 1882855337
• ISBN-13: 978-1882855339
• Product Dimensions: 8.8 x 8.8 x 0.5 inches
• Shipping Weight: 8.8 ounces
• Amazon Best Sellers Rank: #4,698,467 in Books (See Top 100 in Books)

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