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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
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
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  Data: Issues and Insights in Determining Special Education Eligibility for Traumatic Brain Injury
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+the+American+Academy+of+Special+Education+Professionals%22"><i>Journal of the American Academy of Special Education Professionals</i></searchLink>. 2025:72-86.
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  Data: 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
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  Data: 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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      – Text: English
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        PageCount: 15
        StartPage: 72
    Subjects:
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Eligibility
        Type: general
      – SubjectFull: Head Injuries
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      – SubjectFull: Neurological Impairments
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      – SubjectFull: Evaluation
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      – SubjectFull: Federal Legislation
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      – SubjectFull: Children
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      – SubjectFull: Adolescents
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      – SubjectFull: Teacher Education
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      – SubjectFull: Individuals with Disabilities Education Act
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      – TitleFull: Issues and Insights in Determining Special Education Eligibility for Traumatic Brain Injury
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