Helping a student prepare for life after high school can be very rewarding. It can also be challenging, especially if the student has a brain injury. The transition strategies presented on this page address the challenges faced when working with a student who has sustained a TBI.
If symptoms related to TBI persist beyond 6 weeks the student should be further evaluated and a more detailed accommodations plan developed. Here are some tools to help with that process.
Brain injuries can affect abilities needed to effectively function at school. Some students experience many symptoms, others might have only a few. Every brain injury is different. On this page, we provide strategies for managing common challenges after brain injury. Remember, accommodations should be assessed regularly and modified as needed.
Students who have sustained TBIs can demonstrate uneven patterns of strengths and weaknesses. Their skills can change rapidly during recovery. It’s important for educators to understand various tools that can help evaluate present levels of performance.
Returning to school after an injury is an important step in the student’s recovery. Good communication between parents, medical personnel, and the school is important. Here we provide tools to facilitate information-sharing.
Students with brain injury face challenges that differ from other disabilities. It’s important to understand these differences when working with a student with TBI. This page provides an overview of TBI and how it compares to other disabilities.
The TBI Team is funded by a contract with the Oregon Department of Education to support students age 0–21 with TBI. CBIRT leads the TBI Team by working closely with the Regional Programs for Low Incidence Disabilities to provide statewide leadership, training and consultation, a website, library services, and other supports as requested. After receiving 40–50 hours of training and mentorship,...