TITLE

School reentry and educational planning for the individual with traumatic brain injury

AUTHOR(S)
Doelling, Jane E.; Bryde, Suzanne
PUB. DATE
November 1995
SOURCE
Intervention in School & Clinic;Nov95, Vol. 31 Issue 2, p101
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Discusses guidelines to assist educational personnel in helping students with traumatic brain injury (TBI) make the transition into a school setting. TBI manifestations; Important factors to reentry planning; Criteria of reentry action plan; Adaptive needs as educational priority; Accommodation of cognition deficits.
ACCESSION #
9601120909

 

Related Articles

  • The selection of postsecondary placement options by school counselors for students with learning... Dickey, Katherine Doole; Satcher, Jamie // School Counselor;May94, Vol. 41 Issue 5, p347 

    Reports the results of a study investigating how school counselors rate the appropriateness of five postsecondary options for a student described as having a specific learning disability. Variables influencing the selection of vocational training; Functional limitations of a learning...

  • Serving students in middle school content classes: A... Tindal, Gerald; Nolet, Victor // Journal of Special Education;Winter96, Vol. 29 Issue 4, p414 

    Discusses some of the components needed to teach persons with learning disabilities. References to related studies; Curriculum analysis of knowledge forms; Methodology of study used; Results.

  • `Whenever and wherever we choose'. Slavin, Robert E.; Madden, Nancy A. // Phi Delta Kappan;Apr94, Vol. 75 Issue 8, p639 

    Outlines the elements of Success for All, a program for teaching students with learning difficulties. Reading tutors; Reading program; Eight week assessment; Preschool and kindergarten; Family support team; Program facilitator; Teachers and teacher training; Special education; Evaluation design.

  • Strategic content learning: A model designed to put adults with learning disabilities on their own. Butler, D.L. // Journal of Adolescent & Adult Literacy;Nov95, Vol. 39 Issue 3, p250 

    Reports on a model called Strategic Content Learning (SCL) developed by Deborah Butler for teaching adults with learning disabilities. Generic approach; Steps in applying the model; Potential of the model for improving performance on learning.

  • Case studies of high-ability students with learning disabilities who have achieved. Reis, Sally M.; Neu, Terry W. // Exceptional Children;Summer97, Vol. 63 Issue 4, p463 

    Presents information on case studies carried out of high-ability students with learning disabilities who were successful at the college level. Methods used to carry out the studies; What the interaction of students' high-abilities and learning disabilities produced; Findings of the studies.

  • Teaching leisure skills to adolescents with moderate disabilities. Collins, Belva C.; Hall, Meada // Exceptional Children;Summer97, Vol. 63 Issue 4, p499 

    Discusses the teaching of leisure skills to adolescents with moderate disabilities. What the leisure skills include; What results from a study carried out indicated; Effectiveness of the use of nondisabled peers in the instruction of students with disabilities; Positive interactions between...

  • Teaching the learning-disabled adult. Haddad, Phoebe J. // Adult Learning;Mar/Apr95, Vol. 6 Issue 4, p9 

    Narrates the author's experience in teaching a learning-disabled (LD) graduate student. Illustration of the typical emotional conflicts facing the LD adult learner; Importance of meeting the emotional needs of the LD adult learner before academic needs can be addressed; Strategies to...

  • Services for students with learning disabilities at two- and four-year institutions: Are they... Bigaj, Stephen J.; Shaw, Stan F.; Cullen, Joseph P.; McGuire, Joan M.; Yost, Deborah S. // Community College Review;Fall95, Vol. 23 Issue 2, p17 

    Investigates the differences in services for students with learning disabilities at two- and four-year postsecondary institutions. Demographics; Service delivery practices.

  • The effects of constant time delay, practice in writing or spelling, and reinforcement on sight... Winterling, Vincent // Journal of Special Education;Spring90, Vol. 24 Issue 1, p101 

    Evaluates the role of a treatment package consisting of constant time delay, practice in writing or spelling target words, and token reinforcement in teaching sight word recognition to students with learning disorders. Materials and word selection; Participants and settings; Response...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sign out of this library

Other Topics