Brain Injury Association of America
I chose to include the Brain Injury Association of America website in my resource collection. "A significant role of the classroom teacher is in assisting with the reintegration and transitions the individual has to make from the hospital to rehabilitation to the classroom. Successful transition planning includes preparing peers for the changes in the behavior of the affected classmate." (Mastropieri & Scruggs, 2018) This would be a hard time for everyone involved, which is why it is important to have a plan in place just in case this situation occurs. The Brain Injury Association of America website would be extremely helpful in helping me make that plan.
The Brain Injury Association of America has a tab called "Children: What to Expect". This tab goes through an overview of how brain injury is different in children than it is in adults. The site explains that, "While the symptoms of a brain injury in children are similar to the symptoms experienced by adults, the functional impact can be very different. Children are not little adults. The brain of a child is continuing to develop. The assumption used to be a child with a brain injury would recover better than an adult because there was more “plasticity” in a younger brain, but recent research has shown that this is not the case. A brain injury actually has a more devastating impact on a child than an injury of the same severity on a mature adult." (Brain Injury Association of America) There is also symptom and recovery information that goes through what the brain injury may look like as actions.
Also included on the "Children: What to Expect" tab is an education section. This section goes through the importance of planning, what should be expected, and accomodations and transitions that may need to be made as the student returns to school. Some parents may be unaware of these accomodations and this website would be a great resource for them. Some accomodations included in this tab include, "Allowing additional time to complete work. Allowing for extra or extended breaks, grading the quality of work over the quantity of work (not how much the student did, but how well they did) Providing the student with the instructor’s (or detailed) notes. Allowing the student to record classroom instruction for later playback. Providing clear oral and written instructions. Implementing assistive technology when applicable. When the teacher is grading the student’s work, they may reduce emphasis on spelling and grammatical errors unless it is the purpose of the assignment. Seat the student at the front of the classroom or near the teacher. Not requiring the student to read aloud or present material in front of classmates. Allowing additional time to complete tests without distractions. Allowing oral examinations. Assessing knowledge using multiple-choice questions." (Brain Injury Association of America)
Resources
Brain Injury Association of America. (2022, October 13). Retrieved December 6, 2022, from https://www.biausa.org/
Mastropieri, M. A., & Scruggs, T. E. (2018). The inclusive classroom: Strategies for effective differentiated instruction (6th ed.). Pearson.