FREE ARTICLE       FREE ARTICLE       FREE ARTICLE       FREE ARTICLE

  Where do I start? This is the question often asked by parents of recently injured children as they enter the complex system known as special education. Educating a student with a brain injury is a complex and challenging process that constantly changes over time. As one parent commented, "The only constant is change."

The Informed Consumer

  Parents can only be effective advocates if they are knowledgeable. The federal law on education, the Individuals with Disabilities Education Act (IDEA), has a specific category for traumatic brain injury under special education. The federal definition is limited to traumatic injuries to the brain that are caused by an external physical force (such as a blow to the head). But many states have broadened this definition to include acquired brain injuries (strokes, tumors, encephalitis, meningitis, near drowning). Readers can find out how their state defines brain injury by contacting the state Department of Education or their local special education director.

  The diagnosis of a traumatic or acquired brain injury does not automatically qualify a student for special education. The diagnosis is just a beginning. Once a referral for special education has been made, the school conducts a multidisciplinary evaluation. This evaluation determines how the brain injury has affected the student’s ability to learn and function in school. Federal and state laws provide very specific procedures and timelines for this process.

  The education law guarantees parents certain rights and responsibilities. It is important for parents to know their rights under this law and to be involved. This article identifies four important resources for parents, advocates and educators injury.

NICHCY

  This is the National Information Center on Children and Youth with Disabilities. It is an excellent place to begin to understand how special education works. This federally funded national clearinghouse provides information on disabilities in children and youth (birth to age 22). It specializes in fact sheets and guides that are written just for parents. Many materials are free or have a minimal charge. Their Publications Catalog lists their many products and is a gateway to information. You can even find a list of Resources in your state.

  You can check it out on the web at www.nichcy.org or call 1-800-695-0285 or 202-884-8200. NICHCY’s address is PO Box 1492, Washington, DC 20013-1492.

Fact Sheet on Traumatic Brain Injury

  NICHCY also has a four-page fact sheet on TBI that provides an excellent overview of the consequences of brain injury and it effects upon a student’s learning. Sections include What is TBI? How Common is TBI? and Signs of TBI. The section on school describes how a brain injury can affect a student and provides tips for teachers and parents. Resources direct readers to books and manuals about students with brain injuries. It can be ordered at the above numbers through NICHCY.

Special Education IEP Checklist for a Student with a Brain Injury

  Once a student has been found eligible for special education, the educational team develops an individualized educational program (IEP) to meet the student’s special needs. This is the blueprint for the student’s education. Parents are an integral part of this plan. The IEP is not just a pile of paperwork that sits in the student’s folder. It is a flexible and critical tool that should change, as the student’s needs change.

  Because a brain injury affects each student differently, there is no standard content for this IEP. This IEP checklist identifies common changes after a brain injury. It lists student accommodations or assistance that may be needed for thinking and communication, developing social skills, and adjusting to physical changes. Teaching strategies, methods for giving instructions and assignments, and types of adaptive aids are listed for use is the classroom.

Parent Centers

  Children with birth related conditions, mental retardation, chronic illness and cancer have wide informational networks and advocacy systems. This includes Parent Training and Information Centers in each state.

  Parents of children with brain injury often overlook these centers. However, they are valuable resources because they "know the special needs system" in their state, especially the laws and regulations for special education. Parent Centers are excellent resources for gathering information, asking questions and meeting professionals and parents. Many even provide advocacy workshops for families, training programs, conferences, newsletters, and support groups.

  For links to state resources for parents on special education and more resources on the Lash and Associates Publishing/Training website, go to school and special education links.  

  Look beyond the diagnosis. Parents of children with other disabilities can be valuable mentors and sources of information. They may have years of experience negotiating special education services, finding funding for uninsured expenses, locating recreation programs, and maneuvering through the red tape of bureaucracy. Their savvy can help parents of recently injured children understand how the system works and what to do when it gets stuck or breaks down. Learn from each other.

◊