Traumatic Brain Injury and Its Effect on Students

Abstract

Over one million people suffer a traumatic brain injury every year, many of whom are students between the ages of 5 and 18. Using a qualitative case study approach, I wanted to discover the specific factors that both impede and help the school re-entry process for students in grades kindergarten through twelve so that these students can return to school on a full-time basis. The theoretical base behind this problem included motivation theories, memory theories, and emotion theories including self-determination theory, self-efficacy theory, Kübler-Ross Grief Cycle, and Lezak's stage model. Educators, including teachers, school counselors, and administrators, need to provide educational support to children with brain injuries and their families as a result of the Individuals with Disabilities Act of 1990, Public Law 101-476. However, if these individuals do not have a good understanding of what these students need to achieve optimal educational success, then the students will probably not be able to achieve their educational goals. Therefore, I searched for factors that affect the re-entry process. I used a qualitative case study approach in my methodology to complete this study. The sample used in this study included those students associated with the BrainSTEPS team local to my residence who were willing to participate, along with their parents, teachers, counselors, and administrators. Historical data were collected through medical and academic records. The bulk of the data came from interviews and observations I made; I then used the constant comparative method to analyze these data. I had several methods of verification in place to ensure the validity of this study and I did my best to hold the study to the highest ethical standards possible. The factors that were found to enhance the re-entry of students with brain injuries include: education and awareness prior to the injury occurring, the scheduling of frequent breaks during the school day, a gradual transition, providing each student with a brain injury with a non-injured study buddy in the classroom, teaching the student to become a self-advocate, constant communication between all of the key players that begins as early as possible, and support provided by the administration and therapists for the classroom teachers in the form of periodic check-ups.