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CHAPTER 8: SPECIAL EDUCATION OF STUDENTS WITH TRAUMATIC BRAIN INJURIES: ADVANCING VALUES.

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Title: CHAPTER 8: SPECIAL EDUCATION OF STUDENTS WITH TRAUMATIC BRAIN INJURIES: ADVANCING VALUES.
Authors: Wherfel, Quentin M.1, Bakken, Jeffrey P.1
Source: Advances in Special Education. 2024, Vol. 38, p123-142. 20p.
Subject Terms: *Special education, *Direct instruction, Brain injuries, Cognitive processing speed
Abstract: This chapter provides an overview on the traditions and values of teaching students with traumatic brain injury (TBI). First, we discuss the prevalence, identification, and characteristics associated with TBI and how those characteristics affect learning, behavior, and daily life functioning. Next, we focus on instructional and behavioral interventions used in maintaining the traditions in classrooms for working with students with TBI. Findings from a review of the literature conclude that there are no specific academic curriculums designed specifically for teaching students with TBI; however, direct instruction and strategy instruction have been shown to be effective educational interventions. Current research on students with TBI is predominately being conducted in medical centers and clinics focusing on area of impairments (e.g., memory, attention, processing speed) rather than academic achievement and classroom interventions. Finally, we conclude with a list of accommodations and a discussion of recommendations for future work in teaching students with TBI. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This chapter provides an overview on the traditions and values of teaching students with traumatic brain injury (TBI). First, we discuss the prevalence, identification, and characteristics associated with TBI and how those characteristics affect learning, behavior, and daily life functioning. Next, we focus on instructional and behavioral interventions used in maintaining the traditions in classrooms for working with students with TBI. Findings from a review of the literature conclude that there are no specific academic curriculums designed specifically for teaching students with TBI; however, direct instruction and strategy instruction have been shown to be effective educational interventions. Current research on students with TBI is predominately being conducted in medical centers and clinics focusing on area of impairments (e.g., memory, attention, processing speed) rather than academic achievement and classroom interventions. Finally, we conclude with a list of accommodations and a discussion of recommendations for future work in teaching students with TBI. [ABSTRACT FROM AUTHOR]
ISSN:02704013
DOI:10.1108/S0270-401320240000038008