Issues and Insights in Determining Special Education Eligibility for Traumatic Brain Injury
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| Title: | Issues and Insights in Determining Special Education Eligibility for Traumatic Brain Injury |
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| Language: | English |
| Authors: | Susan C. Davies, Melissa A. McCart, Rollen C. Fowler, Sara Timms, Brenda L. Eagan-Johnson, Jennifer P. Lundine |
| Source: | Journal of the American Academy of Special Education Professionals. 2025:72-86. |
| Availability: | American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Special Education, Eligibility, Head Injuries, Neurological Impairments, Evaluation, Referral, Educational Legislation, Equal Education, Students with Disabilities, Federal Legislation, Children, Adolescents, Barriers, Faculty Development, Educational Policy, Policy Formation, Teacher Education |
| Laws, Policies and Program Identifiers: | Individuals with Disabilities Education Act |
| ISSN: | 2325-7466 |
| Abstract: | Despite the relatively high incidence rates of traumatic brain injuries (TBIs) in children and adolescents, few students qualify for special education services under the TBI category. Although many TBIs do not require specially designed instruction or related services, it is essential that students with substantive educational effects from TBI receive appropriate identification and educational programming. This article explains the school-based educational evaluation process and assessment considerations specifically for TBI. It summarizes obstacles to the referral and determination of eligibility for TBI, particularly the requirement for a medical statement for TBI eligibility in some states and districts. The use of a guided credible history interview is an alternative to a medical statement or health assessment statement, which has implications for training and practice, including educator preparation programs, professional development sessions, and policy development. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://www.naset.org/publications/jaasep-research-based-journal-in-special-education/jaasep-winter-2025/issues-and-insights-in-determining-special-education-eligibility-for-traumatic-brain-injury |
| Accession Number: | EJ1465857 |
| Database: | ERIC |
| Abstract: | Despite the relatively high incidence rates of traumatic brain injuries (TBIs) in children and adolescents, few students qualify for special education services under the TBI category. Although many TBIs do not require specially designed instruction or related services, it is essential that students with substantive educational effects from TBI receive appropriate identification and educational programming. This article explains the school-based educational evaluation process and assessment considerations specifically for TBI. It summarizes obstacles to the referral and determination of eligibility for TBI, particularly the requirement for a medical statement for TBI eligibility in some states and districts. The use of a guided credible history interview is an alternative to a medical statement or health assessment statement, which has implications for training and practice, including educator preparation programs, professional development sessions, and policy development. |
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| ISSN: | 2325-7466 |
