QUESTION:

I have a student who is returning to elementary school after rehabilitation for a severe brain injury. She still needs speech and physical therapies, which will be coordinated by the school. As her teacher, I am wondering how to work with this student at this point. Should my focus be on coordinating rehabilitation therapies or on academics? Would it be feasible to integrate the therapies into an academic program, or would this overwhelm the student during her recovery?

QUESTION:

I am a teacher seeking advice on how to help a high school student with traumatic brain injury and behavior problems. The student is capable of at least average school work, but he cannot seem to stay out of trouble. He is easily distracted and has a difficult time controlling his anger. At times he is too aggressive for the classroom. How can his teachers help this student achieve academically? What are some behavior management techniques that are appropriate for the classroom?

QUESTION:

For the student with short-term memory loss, learning is complicated. Are there some special techniques that the teacher can use in the classroom to help a student with traumatic brain injury learn?

QUESTION:

I have a student who recently sustained a traumatic brain injury. I understand that she was having academic problems before the injury. Is there a way for the psychologist who tests her to determine whether her current deficits are due to the brain injury or possible mental retardation prior to the accident? Is the actual diagnosis unimportant if we provide her with the services she needs?