What Do Educators Know and Want to Know about Childhood Brain Injury?

Autor/inn/en	Buck, Kimberly; McKinlay, Audrey
Titel	What Do Educators Know and Want to Know about Childhood Brain Injury?
Quelle	In: International Journal of Disability, Development and Education, 68 (2021) 5, S.662-677 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Buck, Kimberly) ORCID (McKinlay, Audrey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2020.1716957
Schlagwörter	Brain; Injuries; Case Studies; Knowledge Level; Teacher Attitudes; Educational Resources; Teaching Methods; Foreign Countries; Faculty Development; Educational Environment; Students with Disabilities; Elementary School Teachers; Secondary School Teachers; Australia + Suchen Sie Ihr Suchwort? Gehirn; Case study; Fallstudie; Case Study; Wissensbasis; Lehrerverhalten; Bildungsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien
Abstract	Educators report a lack of knowledge and preparedness to work with students with traumatic brain injury. A total of 330 Australian educators completed a cross-sectional online questionnaire examining current knowledge of available resources related to traumatic brain injury in their school and community, and educators' perspectives on what additional resources or training would help to improve their capacity to teach students with experience of brain injury. The majority of participants (60%; 197/330) reported that their school did not provide informational resources following a concussive event at school or they were unaware if such information existed. Many participants (40%; 127/315) were not able to identify services within the wider community that could assist and support students with traumatic brain injury. Qualitative analysis indicated that participants were aware of their lack of knowledge regarding traumatic brain injury and wanted access to further training opportunities. Incorporating training on traumatic brain injury into undergraduate teaching curricula and in-service professional development programmes may enhance educators' confidence and capacity to support students with traumatic brain injury in the school environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01