Barriers to Meeting the Needs of Students with Traumatic Brain Injury

Autor/inn/en	Canto, Angela I.; Chesire, David J.; Buckley, Valerie A.; Andrews, Terrie W.; Roehrig, Alysia D.
Titel	Barriers to Meeting the Needs of Students with Traumatic Brain Injury
Quelle	In: Educational Psychology in Practice, 30 (2014) 1, S.88-103 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2014.883498
Schlagwörter	Barriers; Neurological Impairments; Head Injuries; Brain; Special Needs Students; School Psychologists; Delivery Systems; Counseling Services; Counselor Attitudes; Incidence; Online Surveys; Phenomenology; Qualitative Research; Organizational Communication; Knowledge Level; Educational Needs; Related Services (Special Education); Educational Resources; Student Placement; Change Strategies; Florida + Suchen Sie Ihr Suchwort? Neurodegenerative Erkrankung; Kopfverletzung; Gehirn; Sonderpädagogischer Förderbedarf; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Auslieferung; Vorkommen; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Wissensbasis; Educational need; Bildungsbedarf; Bildungsmittel; Schülerpraktikum; Lösungsstrategie
Abstract	Many students with traumatic brain injury (TBI) are identified by the medical community each year and many more experience head injuries that are not examined by medical personnel. School psychologists and allied consultants have important liaison roles to identify and assist these students post-injury. In this study, 75 school psychologists (the profession in the United States analogous to educational psychologists in the UK) were surveyed about their experiences meeting the needs of students after brain injury and asked to characterise barriers to service delivery in the schools. Qualitative analysis of respondents' descriptions of barriers suggested that school psychologists encounter substantial problems in: communication about the injury; lack of knowledge and training among school personnel; lack of resources available to assist students; perceived lack of importance of TBI by school personnel; procedural impediments; and problematic placement options for students with TBI. Results of this study highlight the potential for improving systemic approaches to meeting the needs of students with TBI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10