Description:
This project provided an in-depth analysis of the effectiveness of an educational program for school personnel with students returning to the classroom following a traumatic brain injury (TBI). Through this investigation, lack of requisite TBI knowledge and strengths and weaknesses of familiarity and knowledge of TBI management were recognized. Unintentional feedback gathered during the educational intervention demonstrated students who had suffered more severe TBIs had a profound effect on educators. They recalled how the TBI not only affected the student who experienced the TBI physically, mentally and emotionally, but also how it affected their friends and their social experiences. This study supported the importance that a live interdisciplinary TBI workshop will increase school personnel’s TBI knowledge. The findings of this project contributed to the evidence related to uniformity in recognizing and managing a student’s cognitive, behavioral, and social functioning following a TBI when returning to the classroom setting. It also contributed to filling the paucity in literature related to uniformity in recognizing and managing a student’s cognitive, behavioral, and social functioning following a TBI when returning to the classroom setting.
