Traumatic Brain Injury, School Adjustment

Elisabeth Sherwin

School, whether elementary, secondary, or postsecondary, plays a central role in the rehabilitation process after a traumatic brain injury (TBI). Its importance stems from the dual function it plays, both as an educational and as a socializing force, in the lives of children and young adults. When assessing (or planning for) adjustment to school, three sets of variables come into play: student, injury, and resource variables. Student variables include age at injury, time since injury, past brain injuries, pre-injury academic history, and previous academic interventions. Injury variables include site of injury, severity of injury, presence and/or length of coma, and extent and type of rehabilitation. Resource variables include the size and financial state of the local educational system and parental educational and financial status. However, in order to set the ground for understanding the needs of a specific student, a primer about traumatic brain injury in general and pediatric Academic ...

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