Barriers to meeting the needs of students with traumatic brain injury

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-inj...

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Bibliographic Details
Published in:Educational psychology in practice 2014-01, Vol.30 (1), p.88-103
Main Authors: Canto, Angela I., Chesire, David J., Buckley, Valerie A., Andrews, Terrie W., Roehrig, Alysia D.
Format: Article
Language:English
Subjects:
Barriers
Brain
Brain damage
brain injury
Change Strategies
Counseling Services
Counselor Attitudes
Delivery Systems
education
Educational Needs
Educational psychology
Educational Resources
Florida
Head Injuries
Incidence
Knowledge Level
Meetings
Neurological Impairments
Online Surveys
Organizational Communication
Phenomenology
psychology
Qualitative Research
Related Services (Special Education)
school
School counseling
School Personnel
School Psychologists
service delivery
Special Needs Students
Student Placement
systems
TBI
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Summary: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.
ISSN:0266-7363
1469-5839
DOI:10.1080/02667363.2014.883498