ADAPTIVE


RODGER CARVER


TIPS FOR TEACHING STUDENTS WITH TRAUMATIC BRAIN INJURY


By Beth Fox T


raumatic brain injury (TBI) is a widespread diagnosis in the United States. According to the Centers for Disease Control, “In 2010, 2.5 million TBIs occurred either as an isolated injury or


along with other injuries.” TBIs can range from mild, causing temporary brain dysfunction – to severe, causing permanent physical, cognitive, and emotional symptoms. Every TBI is unique and will affect each


person with the diagnosis in a different manner; every lesson will look different for each learner with a TBI. However, it’s always helpful to have some guideposts and reminders if you’re preparing to teach a lesson to a student with a TBI.


UNDERSTAND COGNITIVE AND PHYSICAL CHALLENGES Tere are countless physical, emotional, and cognitive challenges that face people who have


108 | 32 DEGREES • WINTER 2016


acquired a traumatic brain injury. Effects will vary depending upon the area of the brain that has been injured, the severity of the injury and the type of rehabilitation engaged in post


injury. Tese are some common issues: QEmotional instability QFrustration Q Anger management issues QDifficulties with focus and attention Q Challenges with decision making, judgment, planning, and organization


QExpressive and receptive aphasia Q Short and/or long term memory challenges QVision impairments such as diplopia,


sensitivity to light and/or glare, blurred vision and other diagnoses


QHearing issues such as hyperacousis, tinnitus, or complications with auditory processing


Q Sensory integration challenges Q Dysarthria (difficulty articulating speech that is otherwise linguistically normal)


QNeuro motor control QProblems with balance and coordination Q Cognitive, emotional and physical fatigue QParesis or paralysis in one or all limbs or one half of body Q Seizures


CONSIDER TBI VS. OTHER COGNITIVE DISABILITIES Teaching students with TBI versus cognitive disabilities should be the same in that instructors must first learn about the whole person and how their diagnosis affects them – which may be different than a diagnosis with few and specific effects. Te emotional component of this diagnosis may be more challenging to understand and address.


Bi-skier Peter and volunteer instructors at National Sports Center for the Disabled.


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