educational services for children with tbi ann glang teaching research institute eugene, or
TRANSCRIPT
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Educational Services for
Children with TBI
Ann GlangTeaching Research Institute
Eugene, OR
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David
“The teachers say David is fantastic, such a joy. A little slow. But that’s David now. They don’t know David as any way else.”
-David’s mother
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David
“I don’t know if the information about his brain injury got passed along to the 2nd grade teacher. It’s in his cumulative file, but I don’t know if anyone reads those.”
-David’s mother
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David
“I had no training in TBI. It was tough…I wanted to push him, but I didn’t want him to get frustrated and shut down.”
-David’s teacher
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Overview
What do we know about transition and school services for children/youth with TBI?
Factors impacting service delivery
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Special Education
For most children, rehabilitation takes place in school
Identification for special education is necessary to access services
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Special Education
Once identified, child is entitled to: Comprehensive assessment
Development of Individual Education Plan (IEP) based on unique needs
Instruction tailored to needs
Most appropriate classroom placement
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Special Education
Once identified, child is entitled to: Annual review of IEP
Re-assessment every 3 years
If child doesn’t qualify, some services can be provided under Section 504
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Under-identification for Special Education Annually: 30,000 with persisting
disabilities from brain injury
Annually: 10,000 (1/3) needing special education supports
Cumulative total (K-12): 130,000
Total on federal Sped. census (2002): 14,844
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Under-identification for Special Education
0
100,000
200,000
300,000
400,000
Expected cumulativetotal K-12
If 1/3 require SpecialEducation
Actual total
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Under-identification
Lack of Awareness
Apparent Low Incidence
Lack of Training
Lack of ResearchMoney
Inappropriate Services
Under-identification Cycle
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Back to School Study
Examining under-identification for special education services
Study conducted in Oregon and Washington
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Annual surveys
Annual interviewswith sub-sample
Quantitative
Qualitative
Back to School Project Design
Classroom observations and in-depth interviews
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Back to School Project (n = 74)Gender
60%40%
Male Female
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Back to School ProjectGeographic Distribution
68%24%
8%
Rural Suburban Urban
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Back to School ProjectSeverity of Injury
24%
76%
Severe Mild/Moderate
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Back to School ProjectAge at Injury
Mean 10.92
Median 12.00
Range 4-15
SD 3.26
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Back to School ProjectCause of Injury
24% 24% 24%20%
8%0%
10%
20%
30%
MVA Ped/Bicycle-MVASports/Recreation FallUnknown
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Back to School Project
Identification for Special Education at 3 months Post-
Discharge74 children enrolled in tracking study
28 report no problems
21 are served under TBI category
5 are served under another category
6 are served under 504
14 are experiencing challenges and are not identified for special education
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Back to School Project
Preliminary findings from interviews with
parents
N = 57
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Parent interviewDid you receive
information about TBI from hospital?
74%
26%
YES NO
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Parent interview Was there communication between hospital & school?
50%
39%11%
YES NO Do Not Know
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Parent interview Did communication create smoother school re-entry?
73%
18%9%
Helpful Not Helpful Do Not Respond
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Parent interviewSchool programming
0
10
20
30
40
50
60
70
reentry 12 months 24 months
IEP 504 No Services
%
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Parental concernsRe: speech, language,
communication
0
10
20
30
40
50
60
70
80
Re-Entry 12 mo 24 mo
No IEP IEP
%
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Parental concernsRe: physical / motor skills
0
10
20
30
40
50
60
Re-Entry 12 mo 24 mo
No IEP IEP
%
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Parental concernsRe: social/behavioral skills
0
10
20
30
40
50
60
70
Re-Entry 12 mo 24 mo
No IEP IEP
%
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Back to School Project
Educator surveys
N = 34
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Educator surveysHave you attended TBI workshops/trainings?
15%
85%
YES NO
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Educator surveysHave you found other resources about TBI?
29%71%
YES NO
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Educator surveysHow many school staff are
aware of student’s TBI?
48%36%
12%4%
All Some None Do Not Know
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How much of a concern is this for your student?
2.47 2.47 2.5 2.03
0
1
2
3
4
5
New Learning Organization
Attention/Focus Behavior
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How prepared do you feel to provide support in this
area?
3.41 3.32 3.26 3.35
0
1
2
3
4
5
New Learning Organization
Attention/Focus Behavior
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Emerging Themes
Students may be viewed as malingering, lazy, disorganized, “just adolescent”
Many parents are not aware of potential school services available to their child
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Emerging Themes
The parents usually bear the responsibility to educate school personnel about the effects of TBI
Even when schools are aware of the TBI, they don’t associate certain behaviors with the injury
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Why are Students with TBI
Under-Identified and
Under-Served?
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Under-identification
• Educator’s knowledge/awareness• Lack of preservice training• Lack of feelings of competence
• “Forgotten” injuries
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Appropriate Identification
Increased Awareness
Accurate Incidence
Appropriate Funding
Breaking the Cycle
More Appropriate
Services
Training for
teachers
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Promising Practices
Systematic training for educators
can lead to increased awareness and
identification for services
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100
125
150
175
200
225
250
275
300
325
350
1995 1996 1997 1998 1999 2000 2001 2002 2003 2004
Year
Num
ber
of Id
entifi
ed S
tud
ents
Oregon Students (Age 3-21) with Special Education Eligibility in the
Area of TBI (1994-2004)
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0
50
100
150
200
250
300
350
400
1998 1999 2000 2001 2002 2003 2004
Arizona Students with Special Education Eligibility
in TBI(1998-2004)
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