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**IDEA definition of Traumatic Brain Injury** An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.

** Prevalence Of Traumatic Brain Injury ** Traumatic Brain Injury is silent epidemic. It is most common cause of death and disability in children. TBI is a serious public health in the United States and also it is contribute to many deaths. Today 1/2 or 1% of school aged children are diagnosed with TBI. Only 3% adults are diagnosed with TBI. Today you will not find that all students are served under the TBI disability category they may be label as ED or LD. Today many programs and researchers are working together to help people to be more recognizable and also be able to respond and recover if TBI occurs.


 * Types of Traumatic Brain Injury **

There are two types of TBI and they are open head injury and closed head injury. **Open head injury** is when the skull has been fractured or the membrane. Open head injury is very serious and can cause permanent disability and also can cause death. This injury may occur when an bullet hit the skull or a forceful object. The most common open head injury is the skull fracture. This occurs when a piece of the bone from the skull penetrates the brain. Skull fractures are cause by sports, blow to the head, and car accidents. **@Closed head injury** this is the most common one and it does not break the skull it is caused when the brain slams against something. Closed head injury affect the cells and the tissue throughout the brain. This injury can be cause by bicycle accidents, falls, and while playing sports.

***Shaken baby syndrome is another unfortunate but common cause of traumatic brain injury in children.**

** Signs and symptoms ** Signs and symptoms of neurological impairment caused by TBI depend on which structures in the brain are damaged. Common Symptoms are listed below. **Characteristics of Students with TBI** **Students with Traumatic Brain Injury** Students with TBI it can cause them physical, cognitive, social and vocational changes that can affect a child for a short period of time or permanently. Recovery from a brain injury can be inconsistent. A student might take one step forward two back, do nothing for a while, and then unexpectedly make a series of gains.
 * Anxiety, nervousness
 * Behavioral changes:
 * difficulty controlling urges (disinhibition)
 * impulsiveness
 * <span style="font-family: times new roman,times; font-size: small;">inappropriate laughter
 * <span style="font-family: times new roman,times; font-size: small;">irritability
 * <span style="font-family: times new roman,times; font-size: small;">Blurry or double vision
 * <span style="font-family: times new roman,times; font-size: small;">Depression
 * <span style="font-family: times new roman,times; font-size: small;">Difficulty concentrating or thinking
 * <span style="font-family: times new roman,times; font-size: small;">Difficulty finding words or understanding the speech of others
 * <span style="font-family: times new roman,times; font-size: small;">Difficulty swallowing
 * <span style="font-family: times new roman,times; font-size: small;">Dizziness
 * <span style="font-family: times new roman,times; font-size: small;">Headache
 * <span style="font-family: times new roman,times; font-size: small;">Severe recent memory disorder with poor carry over of new learning.
 * <span style="font-family: times new roman,times; font-size: small;">Later onset.
 * <span style="font-family: times new roman,times; font-size: small;">Sudden onset.
 * <span style="font-family: times new roman,times; font-size: small;">External event caused onset.
 * <span style="font-family: times new roman,times; font-size: small;">Neurological impairment is identifiable from “hard” signs as well as “soft” signs.
 * <span style="font-family: times new roman,times; font-size: small;">Marked contrast of pre-onset and post-onset capabilities, both in one’s self view and in the perception of others.
 * <span style="font-family: times new roman,times; font-size: small;">Some old skills and knowledge remain, but there are peaks and valleys of performance.
 * <span style="font-family: times new roman,times; font-size: small;">Physical disability likely to involve paresis (weakness) or spasticity (over-tension).
 * <span style="font-family: times new roman,times; font-size: small;">Degree and number of deficits range from mild to severe, but often combine to produce severe disability.

<span style="font-family: times new roman,times; font-size: small;">**Teaching Strategies for Students with Brain Injury** <span style="font-family: times new roman,times; font-size: small;">A teacher who works with a child with TBI they should know about the effects of the student before working with them. In doing this it helps the teacher to have a good relationship with the student. Teacher should challenge the student and give hones proactive feedback to the student to help them be prepare for success and increase expectations. Children with brain injuries tend to have a hard time paying attention in the classroom. Children often have a harder time learning new skills because the damage happens to a brain that is still growing and developing. Sometimes you will find that a student with TBI may not complete their assignment and they are easily to be distracted. The child may not remember questions that were asked by the teacher. <span style="font-family: times new roman,times; font-size: small;">**Strategies for improving attention and concentration for the classroom can include:** <span style="font-family: times new roman,times; font-size: small;">**Things to do to help improve a child memory skills are:** <span style="font-family: times new roman,times; font-size: small;">The biggest difference is that TBI is an injury to the brain. This injury affects the child physically abilities, cognitive functioning, and communication. Another difference in a child with TBI their knowledge can be scattered, leaving the child with wide gaps in his or her learning. A child with TBI also have to have their assessments done frequently. <span style="font-family: times new roman,times; font-size: small;">**Cerebellum** <span style="font-family: times new roman,times; font-size: small;">**Parietal lobe** <span style="font-family: times new roman,times; font-size: small;">**Brain stem** <span style="font-family: times new roman,times; font-size: small;">**Occipital lobe** <span style="font-family: times new roman,times; font-size: small;">**Temporal lobe** []
 * <span style="font-family: times new roman,times; font-size: small;">Reduce distractions in the student’s work area
 * <span style="font-family: times new roman,times; font-size: small;">Divide work into smaller sections
 * <span style="font-family: times new roman,times; font-size: small;">Ask the student to summarize information orally that has just been presented
 * <span style="font-family: times new roman,times; font-size: small;">Use cue words to alert the student to pay attention
 * <span style="font-family: times new roman,times; font-size: small;">Establish a nonverbal cueing system to remind the student to pay attention
 * <span style="font-family: times new roman,times; font-size: small;">Frequently repeat information and summarize it
 * <span style="font-family: times new roman,times; font-size: small;">Have the student carry an assignment sheet to each class and check that it is correctly filled out
 * <span style="font-family: times new roman,times; font-size: small;">Teach the student to use devices such as post-it-notes, calendars and assignment books as self-reminders
 * <span style="font-family: times new roman,times; font-size: small;">Teach the student to categorize or chunk information to aid retention
 * <span style="font-family: times new roman,times; font-size: small;">Demonstrate techniques such as mental rehearsal and use of special words or examples as reminders
 * <span style="font-family: times new roman,times; font-size: small;">Link new information to the student’s relevant prior knowledge
 * <span style="font-family: times new roman,times; font-size: small;">Provide experiential presentations of instructional materials
 * <span style="font-family: times new roman,times; font-size: small;">TBI different than other disabilities **
 * <span style="font-family: times new roman,times; font-size: small;">Parts of the brain and some of their functions **
 * <span style="font-family: times new roman,times; font-size: small;">Frontal Lobe **
 * <span style="font-family: times new roman,times; font-size: small;">Emotions
 * <span style="font-family: times new roman,times; font-size: small;">Expressive language
 * <span style="font-family: times new roman,times; font-size: small;">Word associations
 * <span style="font-family: times new roman,times; font-size: small;">Problem solving
 * <span style="font-family: times new roman,times; font-size: small;">Balance and equilibrium
 * <span style="font-family: times new roman,times; font-size: small;">Some memory for reflex motor acts
 * <span style="font-family: times new roman,times; font-size: small;">Integration of different senses
 * <span style="font-family: times new roman,times; font-size: small;">Location for visual attention
 * <span style="font-family: times new roman,times; font-size: small;">Location for touch perception
 * <span style="font-family: times new roman,times; font-size: small;">Regulates body functions
 * <span style="font-family: times new roman,times; font-size: small;">Reflexes to seeing and hearing
 * <span style="font-family: times new roman,times; font-size: small;">Controls autonomic nervous
 * <span style="font-family: times new roman,times; font-size: small;">Affects level of alertness
 * <span style="font-family: times new roman,times; font-size: small;">Vision
 * <span style="font-family: times new roman,times; font-size: small;">Hearing
 * <span style="font-family: times new roman,times; font-size: small;">Speech
 * <span style="font-family: times new roman,times; font-size: small;">Memory acquisition
 * <span style="font-family: times new roman,times; font-size: small;">Categorization of objects

<span style="font-family: times new roman,times; font-size: small;">References <span style="font-family: times new roman,times; font-size: small;">Heward, L. William. (2009). Exceptional Children: An Introduction to Special Education. 9th ed. Upper Saddle River, New Jersey <span style="font-family: times new roman,times; font-size: small;">Traumatic Brain Injury in Students. Retrieved April 1,2010 from [] <span style="font-family: times new roman,times; font-size: small;">Teaching Strategies for Students with Brain Injuries. Retrieved April 1, 2010 from [|www.biausa.org] <span style="font-family: times new roman,times; font-size: small;">Schoenbrodt, Lisa. (2001). A parents Guide: Children With Traumatic Brain Injury. <span style="font-family: times new roman,times; font-size: small;">Centers for Disease Control and Prevention, National Center for Injury Prevention and Control. []. Retrieved March 24,2010 []