Traumatic brain injury
Three months ago a student, Janis Garner, survived a devastating car crash in which the driver, her uncle, was killed. Janis suffered a serious brain injury and though she’s considered somewhat stable now, she will need extensive physical, speech, and occupational therapy, possibly for years to come. Your fellow teacher Sarah just found out that Janis, her student, will be returning to her class next week. Sarah has written you an e-mail. “I’m so glad that Janis is coming back, but I’m kind of worried, too. I’m not sure how I’m going to go about reintroducing her to the class and making
nd loved sports, and I’m afraid that is going to make this situation even harder for her because it’s going to make her realize everything that she’s lost,” she says. “I’ve never accommodated instruction based on TBI. Sure, I’ve read a little about TBI, but it’s not the same as having a student actually in front of you who needs your help.” For this task, you will write short answers to several questions about working with students with TBI. 1. In a document respond to the following questions making sure to support your answers with unit materials: What are the causes and symptoms of TBI? What characteristics are challenging for teachers who work with students with TBI? How could Sarah apply some of the accommodation and adaptations suggested in the textbook? Are there any of the accommodation suggestions that aren’t likely to work? If yes, why? Although the accommodations and adaptations for TBI are in some ways similar to those for students with learning, health, and emotional disabilities, what makes the needs of a student with TBI different from those with another disability? How can you prepare your other students for a student’s return who has suffered a TBI?
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