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SPED 4100/6100
Veronica Kuehler
Traumatic Brain Injury - IDEA Definition (P.L. 101-476)
300.8. (c)(12) Traumatic brain injury means an acquired injury to the brain
caused by an external physical force, resulting in total or partial functional disability
or psychosocial impairment, or both, that adversely affects a childs educational
performance (Vaughn, p 2, 2014).
Traumatic Brain Injury - IDEA Definition (P.L. 101-476)
Applies to open and closed head injuries, which impact students in one or more areas
including:
Cognitive Processes
Language
Memory
Attention
Reasoning
Abstract Thinking
Judgment
Problem-solving
Sensory, Perceptual, and Motor Abilities
Psychosocial Behavior
Physical Functions
Information Processing
Speech
(Vaughn, p 2, 2014)
Traumatic Brain Injury - IDEA Definition (P.L. 101-476)
NOTE: The TBI definition does NOT include brain injuries that are present from
birth, or caused by disease. In addition, it does not include trauma which was
inflicted during the birthing of the child.
Students with these brain injury types fall into other categories as defined in by
IDEA.
(Vaughn, 2014)
Traumatic Brain Injury - Working Definition
Students who have a physical injury to the brain which impairs at least one area of
their social, physical, mental, or emotional life and thus impacts their academic
performance.
Traumatic Brain Injury - Severe, Moderate, Mild
Loss of Consciousness
Produces lifelong
deficits to one or more
areas.
TBI - Characteristics Moderate/Severe Injury (TBI, 2017)
Physical Characteristics:
Lethargy
Vision
Loss of bowel/bladder control
Blurred vision
Dizziness (resulting in nausea)
Loss of vision
Seizures
Difficulty with depth
Chronic Pain
perception
Headaches
Hearing
Physical pain in limbs
Sensitivity to sounds
Other pains
Ringing in ears
Inability to control limbs and/or
Slurred Speech
fine motor skills
Loss of Taste and/or smell
Paralysis
TBI - Characteristics Moderate/Severe Injury (TBI, 2017)
Behavioral Characteristics: Cognitive Characteristics
Personality changes Difficulty with Thinking Skills
Inappropriate emotional Memory (Short term and long term)
responses Attention
Irritability Judgement/Reason
Frustration Difficulty understanding the spoken
Crying language
Laughing Difficulty processing sensory inputs
Swearing (touch, smell, hearing, etc)
Depression/Aggression Impulsiveness
Denial/Lack of Awareness Confusion
Speed of Processing
Moderate/Severe
typically have long
lasting effects for
academic performance...
TBI - Characteristics Mild Injury (DHHS, 2015)
Cognitive Changes
Easily distractible Longer times to acquire
Trouble paying attention and staying on task knowledge
Memory difficulties Processes less quickly
Trouble learning new information Easily overwhelmed
Trouble recalling information Difficulty starting and/or
Missing words and concepts completing a task
Unable to organize information Difficulty with word retrieval
Inability to follow verbal instructions For assignments
mentally Within conversations
Easily confused with multiple step
problems/instructions
Mild typically impacts the
student from days to weeks
or months. Can affect
Academic Performance
Temporarily...
Academic
Accessing the General Curriculum
Teachers can help students with a TBI by addressing their
memory challenges, by:
Breaking tasks into component parts; present parts in gradually
increasing levels of difficulty
Frequently repeating information and summarizing it
Teach the students to use post-it notes, calendars, assignment books,
etc. as self-reminders
Teach students to categorize or chunk information (mnemonics)
Providing written, as well as verbal directions, for tasks
Demonstrate mental rehearsal
Link new information to prior knowledge
General Curriculum
DI
Differing Instruction
Provide a good note taker
If the TBI is affecting their academic performance for months or years, it may be
time to refer them for a special education referral.
Brain Injury
Observation Form
http://cokidswithbraininjury.com/ckwbi/wp-content/uploads/2009/1
1/BI_Observation-Form.pdf
Resources
The USBE provides information to educators and parents of students with TBIs,
this can be found at:
http://www.schools.utah.gov/sars/Programs-Areas/Disability/Categories/Brain.aspx
http://www.schools.utah.gov/sars/Programs-Areas/Disability/Categories/Brain/TBIEducators.aspx
http://www.schools.utah.gov/sars/Programs-Areas/Disability/Categories/Brain/SchoolAdministrators.aspx
Work Cited
DHHS. (2015). Mild Traumatic Brain Injury: A Guide for Educators - When is a bump, more than a bump? Department of
Health and Human Services Health Resources and Services Adminstration:
http://www.schools.utah.gov/sars/Programs-Areas/Disability/Categories/Brain/TBIEducators.aspx.
Vaughn, S. (2014). Special Education & Traumatic Brain Injury (TBI): A summary of state definitions and guidance for
educating students with TBI-related disabilities. NASHIA, Washington D.C.
https://www.nashia.org/pdf/state_education_tbi_definitions_criteria.pdf.