1 / 56

Module III ______________________________________________________

Module III ______________________________________________________. Returning To School. Module III Goal ______________________________________________________. To provide information that will facilitate the successful return of students with TBI to their schools.

dorit
Download Presentation

Module III ______________________________________________________

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Module III______________________________________________________ Returning To School

  2. Module III Goal ______________________________________________________ • To provide information that will facilitate the successful return of students with TBI to their schools

  3. Module III Learning Outcomes______________________________________________________ • At the end of this module you will: • Understand the responsibilities of hospital and school in school re-entry planning • Be familiar with the IEP team process for students with TBI • Recognize common problems of students with TBI • Be able to plan an evaluation of a student with TBI

  4. Transition to School______________________________________________________ • Preparing for transition to school begins at the time of injury

  5. What can the medical facility do? What can the educational facility do? Transition to School______________________________________________________

  6. School Re-entry Planning:Whose responsibility is it?_______________________________________________________ • Responsibilities of school staff and medical staff shift over time • Medical staff: assumes leadership for patient care in the hospital • Educational staff: takes more responsibility for school planning as needs are known and discharge nears • The family is involved throughout

  7. Three Stages of School Re-entry Planning______________________________________________________ • At the time of injury • During the hospital/rehabilitation stay • Prior to discharge

  8. Strategies for the Medical Facility______________________________________________________ • At the time of the injury • Identify a medical contact person (e.g., care coordinator or social worker) • During hospitalization • Provide updates on progress and needs • Arrange for hospital visits for school staff • Educate family and school staff • Refer for special education if need is suspected

  9. Strategies for the Medical Facility (cont.)______________________________________________________ • Prior to discharge • Inform family and school of discharge date • Provide discharge summary • Participate in IEP team if possible • Establish and communicate follow-up and reevaluation schedule

  10. Re-entry Strategies for Schools______________________________________________________ • At the time of the injury • As soon as you know a student has been injured, designate a school contact person to receive and provide information • Identify the medical contact person

  11. Role of the School Contact Person______________________________________________________ • Be a support to the family • Get appropriate releases signed to share information • Gather information from hospital personnel as it becomes available • Inform others (such as teachers, peers, and siblings’ teachers) as needed

  12. Re-entry Strategies for Schools (cont.)______________________________________________________ • During hospitalization • Obtain parent’s permission to release/receive information • Request updates from medical contact • Visit student in the hospital • Share information with school staff

  13. Re-entry Strategies for Schools (cont.)_______________________________________________________ • During hospitalization (cont.) • Refer for special education if appropriate • Educate parents about special education process • Arrange for staff training

  14. Re-entry Strategies for Schools (cont.)______________________________________________________ • Prior to discharge • Obtain current hospital records • Complete IEP team process before discharge, if possible, but within statutory timeframes. • Collaborate with medical facility to obtain consultation and in-service training

  15. Strategies For Successful School Re-entry of Students With TBI_______________________________________________________ • Summary of strategies used by medical and school facilities appears on pages 15a-15b. • Which strategies have participants used? • Are there other strategies participants have found helpful in the transition from hospital to school?

  16. Transition to School Checklist_______________________________________________________ • The Transition to School Checklist is designed to help school personnel monitor completion of transition activities • Please refer to the Checklist on page 16a.

  17. Transitions also include______________________________________________________ • Transitions between classes • Transition to new schools • Transition to post school settings • Other students • See Transition Checklist on p. 17a

  18. The IEP Team Process_______________________________________________________ 1. Refer the student to the LEA 2. Identify IEP Team members 3. Evaluate the student’s eligibility and determine needs 4. Develop the IEP 5. Offer placement

  19. 1. Refer the student to the LEA______________________________________________________ • In moderate and severe brain injuries referrals usually occur while the student is hospitalized • As soon as you suspect a student is a child with a disability, inform the parent of your intent to refer, and refer in writing to the LEA

  20. 2. Identify IEP team members_______________________________________________________ • The IEP Team must include members designated in Chapter 115.78 • These requirements are reproduced on the next page of your manual • Others with special expertise or knowledge may be included at the discretion of parent or school

  21. 2. Identify IEP Team Members (cont.)______________________________________________________ • Who would you want on Serena’s IEP team? • Who would you want on Monty’s IEP team?

  22. 3. Evaluate the student’s needs_______________________________________________________ • As part of the evaluation the IEP team: • Reviews existing evaluation data • evaluations and information provided by parents • previous interventions and their effects • current classroom-based assessments and observations • observations by teachers and related services providers

  23. 3. Evaluate the student’s needs (cont.)______________________________________________________ • After review of data the IEP team determines • if additional data are needed, and if so, who should gather it • if child has an impairment • present levels of performance • if child needs SE and related services

  24. 4. Develop the IEP______________________________________________________ • If the IEP team determines that the student has an impairment (TBI) and needs special education and related services, the team prepares the Individualized Education Program

  25. 5. Offer placement_______________________________________________________ • An educational placement is developed to implement the child’s IEP • To the maximum extent appropriate, a child with a disability is educated with nondisabled children (Chapter 115.79)

  26. Designate a case manager_______________________________________________________ • It is best practice to appoint a case manager who coordinates communication among IEP team members

  27. What types of problems can the school anticipate?_______________________________________________________ • Serena • Monty • Mike

  28. Common Problems of Students with TBI______________________________________________________ • Certain types of difficulties are common in students with TBI • Anticipating these difficulties can facilitate successful re-entry to school • Problems can be physical/medical, cognitive, sensory, motor, social, emotional, and behavioral

  29. Physical/Medical Problems_______________________________________________________ • Problems • Seizures • Fatigue • Headaches • Swallowing/Eating • Self-care activities • Medication issues (see p. 29a) • Is an Individualized Health Care Plan (IHCP) needed? (see p. 29c-d)

  30. Apraxia Ataxia Coordination problems Paresis or paralysis Orthopedic problems Spasticity Balance problems Impaired speed of movement Fatigue See p. 30a Common Motor Problems______________________________________________________

  31. Sensory/Perceptual Problems______________________________________________________ • Visual deficits • field cuts • tracking (moving and stationary objects) • spatial relationships • double vision (diplopia) • Neglect • Auditory deficits • Tactile deficits

  32. Executive functions Memory Attention Concentration Information processing Sequencing Problem solving Comprehension of abstract language Word retrieval Expressive language organization Pragmatics Cognitive/Communication Problems_______________________________________________________

  33. Executive Functions______________________________________________________ • Planning, prioritizing, sequencing, self-monitoring, self-correcting, inhibiting, initiating, controlling or altering behavior (Savage & Wolcott, 1995, p. 150)

  34. Cognitive/Communication Deficits_______________________________________________________ • See p. 34a for additional information regarding cognitive/communication problems • See p. 34b for an example of Monty’s difficulties at school

  35. Irritability Impulsivity Disinhibition Perseveration Emotional Lability Insensitivity to social cues Low frustration tolerance Anxiety Withdrawal Egocentricity Denial of deficit/lack of insight Depression Peer conflict Sexuality concerns High risk behavior Social-emotional Problems_______________________________________________________

  36. Social-emotional Problems______________________________________________________________ • See p. 36a for descriptions of social-emotional deficits • See p. 36b for an example of Serena’s difficulties at school

  37. Behavioral Problems ______________________________________________________ • Deficits (all types) may lead to challenging behaviors • non-compliance • aggression • confrontational behavior • lack of initiative • withdrawal

  38. Orientation and Attention to Activity Starting, Changing, and Maintaining Activities Taking in and Retaining Information Language Comprehension and Expression Visual-Perceptual Processing Visual-Motor Skills Sequential Processing Problem-Solving, Reasoning, and Generalization Organization and Planning Skills Impulse or Self-Control Social Adjustment and Awareness Emotional Adjustment Sensorimotor Skills Traumatic Brain Injury Checklist_______________________________________________________

  39. Manifestations of TBI by Age__________________________________________________________ • Preschool • Irritability and crying • Temper tantrums • Frustration • Fearfulness • Disabilities become evident over time as higher level skills are expected to develop

  40. Manifestations of TBI by Age_________________________________________________________ • Elementary school • Difficulty with new learning • Short attention span and impulsivity • Frustration • Inappropriate social interactions • Disabilities become evident over time as higher level skills are expected to develop

  41. Manifestations of TBI by Age________________________________________________________ • Middle school and high school • Difficulty with new learning • Short attention span and impulsivity • Frustration over skill losses • Decreased social judgment • Risk-taking • Depression and anxiety • Sexuality concerns • Effects of earlier injury become evident

  42. What happens as a result of these deficits and behaviors?_______________________________________________________ • Friends leave • Families mourn • Teachers are frustrated • The student is at increased risk for isolation from peers, academic failure, depression, substance abuse, sexual behavior, delinquency, further TBI

  43. Evaluation of students with TBI_______________________________________________________ Two purposes: Identification of a student as a student with a disability Program planning

  44. Evaluation Planning______________________________________________________ • Where do you begin after a referral is made? • What do you need to know about the student to determine eligibility for special education and related services and to develop an IEP?

  45. Information to Determine Needs_______________________________________________________ • TBI information • Information about areas of functioning • Cognition and memory • Speech and language; communication • Sensory and perceptual abilities • Motor abilities • Psychosocial impairments • Physical functions/safety • Academic skills

  46. Challenges to Evaluation for Programming______________________________________________________ • What factors make evaluation of the programming needs of students with TBI challenging?

  47. Challenges to Evaluation for Programming: Student Factors______________________________________________________ • Rapidly changing skills (especially during first 6-12 months) • Communication, physical, sensory, motor, emotional, and behavioral difficulties may interfere with assessment • Uneven skill profile (some higher skills preserved with lower skills lost) • Performance influenced by state and situation • Problems may emerge later

  48. Challenges to Evaluation for Programming: Other Factors______________________________________________________ • The family is probably in distress • Initial assessment is probably conducted outside school in a setting unlike the classroom • Much assessment information is needed from other professionals (who are busy) • Medical reports may be difficult to interpret • Assessment requires IEP team coordination and planning

  49. What can be done to address these challenges?_______________________________________________________ • Use classroom data to inform instruction • Use observation, curriculum-based measures, work samples, trial teaching • Assess across content, time, settings • Invite parents to provide information • Ask medical personnel for assistance • Plan team evaluations • Share information

  50. Teamwork: The Family and the School Staff_____________________________________________________ • Parent(s) and educators work together • Educators recognize and respect the expertise, values, and concerns of the family • The family recognizes and respects the skills of educators • Communication is frequent and honest

More Related