Educator Understanding of Childhood Traumatic Brain Injury: A New Zealand Perspective

Autor/inn/en	McKinlay, Audrey; Buck, Kimberly
Titel	Educator Understanding of Childhood Traumatic Brain Injury: A New Zealand Perspective
Quelle	In: Exceptionality, 27 (2019) 4, S.278-288 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McKinlay, Audrey) ORCID (Buck, Kimberly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2018.1480951
Schlagwörter	Head Injuries; Teacher Student Relationship; Reentry Students; Foreign Countries; Teacher Role; Knowledge Base for Teaching; Teacher Attitudes; Educational Environment; Misconceptions; Faculty Development; Identification; Neurological Impairments; Outcomes of Education; Student Needs; Inclusion; Educational Opportunities; Evaluation Criteria; Rehabilitation; New Zealand + Suchen Sie Ihr Suchwort? Kopfverletzung; Teacher student relationships; Lehrer-Schüler-Beziehung; Zweiter Bildungsweg; Ausland; Lehrerrolle; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Missverständnis; Identifikation; Identifizierung; Neurodegenerative Erkrankung; Lernleistung; Schulerfolg; Inklusion; Bildungsangebot; Bildungschance; Neuseeland
Abstract	Approximately 15% of New Zealand children will experience a traumatic brain injury during their school years. Given that educators play an important role in facilitating the successful school re-entry and recovery of these students, it is paramount that educators have adequate knowledge of childhood traumatic brain injury. This study used an online questionnaire to assess knowledge traumatic brain injury among 20 New Zealand educators. It also identified what services educators were aware of within their schools and communities that could assist with the management of students with brain injury, and what further training or information educators required to feel confident in supporting these students in the school environment. Results indicated that although educators possessed sound general understanding of traumatic brain injury, they had some misconceptions regarding the implications and recovery trajectories of these injuries during childhood. Educators reported the need for training relating to diagnostic criteria and strategies for supporting students with traumatic brain injury in the classroom. Providing educators with information and training on how to identify traumatic brain injury and manage the needs of students with traumatic brain injury will allow them to facilitate inclusive and supportive educational opportunities, leading to improved outcomes for these students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01