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Educational Implications of Acquired Brain Damage in Children

Published online by Cambridge University Press:  29 October 2015

Robyn Murray
Robyn Murray*
Affiliation:
Neuropsychology Unit, Division of Health and Behavioural Sciences, Griffith University
*
Faculty of Health and Behavioural Sciences, Griffith University, Nathan, Queensland 4111
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Abstract

Research into the cognitive and behavioural sequelae of traumatic brain injury in children has frequently noted difficulties encountered by these children when they begin school or re-enter the education system following injury. However, these difficulties have seldom been linked to underlying specific cognitive deficits as traditional educational assessment is not sufficient to determine the pattern of cognitive strengths and weaknesses exhibited by these children. The return of the brain injured child into the classroom requires planning and monitoring as well as liaison between parents, teachers, hospital personnel, therapists, and psychologists. This paper briefly reviews the literature regarding academic performance in children following traumatic brain injury and outlines elements of an effective reintegration program. Possible reintegration problems are discussed.

Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 9 , Issue 1 , May 1992 , pp. 2 - 8
Copyright
Copyright © Australian Psychological Society 1992

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References

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