MODULE DESCRIPTION:

This module was developed to enhance the educator’s knowledge and understanding of traumatic brain injury (TBI) sustained during the pediatric and adolescent years. With the inclusion of Traumatic Brain Injury as a specific disability category under special education according to Public Law 101-476, the Individuals with Disabilities Education Act (IDEA), educators are required to have a fundamental understanding of this unique disability category. Through this module, the educator will be offered a basic course in the neuroanatomy and neurophysiology of the brain including how the brain works and how it is altered when it is injured. The cognitive, psychosocial-behavioral and physical consequences following a brain injury will be described in detail. Long-term implications and impact of TBI on the family will be discussed. Upon completion of the TBI Module, the educator will have a basic knowledge of childhood TBI.

INSTRUCTIONAL OUTCOMES:

The educator will be able to:

1. State the definition of TBI;
2. Define the types and severity levels associated with TBI;
3. State the causes of TBI unique to the pediatric and adolescent years;
4. Identify the location and functions of the various lobes of the brain;
5. Explain the impact of TBI on the developing brain;
6. State cognitive, psychosocial-behavioral and physical symptoms of TBI;
7. Explain the possible long-term outcomes from childhood TBI;
8. State the impact of TBI on the family.

INSTRUCTIONAL EVENTS:

The educator will complete the following activities and submit them to kamunroe@iupui.edu for grading. Each activity is worth 25 points.

1. The educator will use the lecture material or provided TBI internet links to answer the following questions (please document source):

• Explain the difference between an open head injury and a closed head injury?
• Explain the differences in causation of TBI between the pediatric and adolescent populations? What accounts for those differences?
  
• Explain some of he factors that influence the long-term outcome from sustaining a brain injury in childhood?
  
• Explain the special functions of the four lobes of the brain?
  
• Explain how a brain injury during childhood might have an influence on the development of the child?
  

2. The educator will use lecture material, web-based or other resources to develop a fact sheet for educators describing what is TBI, common symptoms of TBI, and long-term implications of TBI.
    
3. The educator will visit any of the provided TBI chat rooms to interact with parents of TBI children. Submit a reflection on what you learned about the impact the TBI has had on the nuclear family. What challenges do these families face? Is the community supportive? What obstacles exist?
    
4. The educator will use lecture material, web-based or other resources to develop a pamphlet that will serve as a resource list for families and educators listing books, manuals, videotapes, web sites, local and regional agencies and support groups focusing on TBI.

INSTRUCTIONAL EVALUATION:

Targeted Standards:

IPSB Standard #2: The educator of students with exceptional needs is knowledgeable of human growth and development and uses this knowledge to provide meaningful learning.

Performance: Uses knowledge of how children develop and learn to provide opportunities that support the physical, social, emotional, communicative and cognitive development of all children.

• The educator will demonstrate understanding of childhood TBI by answering questions about TBI using documentation of source to support each answer.
   
• The educator will demonstrate knowledge of the specific consequences of TBI by developing a fact sheet stating the definition, consequences, and long-term implications of TBI.
   

IPSB Standard #9: The educator of students with exceptional needs is aware of the need to collaborate with families, school colleagues, and the larger community to support learning and well being and actively cultivates these partnerships.

Performance: Initiates, establishes, and supports direct, ongoing relationships with parents.

• The educator will submit a written reflection on the impact of TBI on a family after communicating with TBI families on a TBI chat room.

IPSB Standard #10: The educator of students with exceptional needs demonstrates an awareness of a wide array of community resources and accesses these services to support students’ needs.

Performance: Seeks out innovative resources and technologies from local, regional, state, and federal sources to support the needs of students and families

Performance: Identifies appropriate personnel to access a variety of community services to support families and students.

• The educator will develop a "public document" for parents and other professionals that identifies publications, videotapes, web sites, local and regional agencies and support groups that provide information on childhood TBI