School to community: Using evidence to improve hospital-school transition for children with TBI. Ann Glang, Ph.D. Center on Brain Injury Research and Training cbirt.org. Outline. Summary of issues in educating children with TBI Student Transition Re-Entry Program
Ann Glang, Ph.D.
Center on Brain Injury Research and Training
Summary of issues in educating children with TBI
Student Transition Re-Entry Program
Preliminary findings from multi-site study
WHY ARE CHILDREN WITH TBI DIFFICULT TO SERVE?
Parents often believe that rapid pace of early recovery will continue
Parent and educator expectations may not match
I think parents can be the biggest obstacle to good transition back to school. They’re dealing with denial, grieving, avoidance. When I call parents at home to follow up after the kid is back at school, I often hear, “They’re fine, they’re fine, everything’s fine.”
~Ohio parent advocate
Under tremendous stress (emotional, physical, financial)Parent Experience
Unfamiliar to educators
Two days before her first birthday she was in a head on collision. We didn't realize anything was wrong until she started kindergarten and had a horrible time concentrating and learning. . .
“As educators, we don’t have a handle on this disability”
~Oregon special education administrator
Glang, Todis, Thomas et al., 2008
Key factors related to provision of formal special education or 504 services:
Improving the link between hospital and school
Note: Analysis results for subset of total sample collected so far, n = 70
Frequency Count N = 70
Frequency count N = 70
Percent of total sample N = 136
Percent of total sample of students post-injury who have IEP N = 136
When they returned to school, children/youth who received inpatient rehabilitation received similar school services across treatment condition
Does the effect of STEP depend upon whether or not the student had rehabilitation services?
N = 42
N = 42
STEP children/youth who did not receive rehabilitation received more types of support service than did students in usual care
Types of services: Academic, Speech-Language, Vision, Social-Behavioral, Physical, Medical, and Transition
For children/youth who did not receive rehabilitation, those in STEP showed better results compared with Usual Care:
more likely to be found eligibility for special education under the TBI category
parents report school staff more helpful
parents express more satisfaction with school services
Promising initial results suggest that for students who do not receive rehabilitation, STEP can help.
Students who get STEP support are more likely to get connected with appropriate services
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