Beyond school re-entry: addressing the long-term needs of students with brain injuries

Abstract

Educators today face the challenge of providing appropriate programs for students with a wide variety of needs. Students with acquired brain injuries may sustain permanent physical, cognitive, and psycho-social sequelae which can significantly impact their ability to function at home, in school, and in the community. After discharge from a rehabilitation facility, the educational system becomes critical in facilitating the student's ongoing progress. Addressing the long-term needs of students with brain injuries requires that educational personnel become knowledgeable about appropriate learning strategies and program modifications. This article describes the educational outcomes of students with acquired brain injuries, discusses critical features of effective programs, and suggests interventions for consideration in instructional planning.