The document provides an introduction to traumatic brain injury (TBI), discussing what TBI is, how it affects the brain, and the need for effective strategies to help students with TBI. It states that TBI can cause cognitive, emotional, and behavioral impairments. While research has explored TBI, there are few practical strategies available to educators and parents. The purpose of this project is to create a website providing information on TBI and evidence-based strategies in key areas like math, reading, and memory.
1. Chapter One
Introduction
What is TBI? TBI stands for Traumatic Brain Injury “From 2001 to 2009, the
estimated number of sports and recreation related TBI visits to emergency departments
(EDs) increased from 153,375 to 248,418, and the estimated rate of TBI visits increased
from 190 per 100,000 population to 298.” (MMWR, 2011, p2). Courville and others
states:
Traumatic brain injuries (TBI) are the most common cause of brain damage in the
western world. Direct impact to the skull along with rapid acceleration–
deceleration of the brain within the skull cavity leads to multifocal and diffuse
injuries, with pathology typically concentrated in the ventrolateral and orbital
frontal lobes and the temporal lobes (Courville, 1945; Gentry, Godersky, &
Thompson, 1988; Hadley et al.,1988)
For educators, parents, and students with TBI, TBI can be translated into just one word—
Devastating. Pieper in 2001 best described it by stating, “those experiencing traumatic
brain injury (TBI) is that they often express frustration and pain at ‘“losing”” the child
they knew.” (p 5). The purpose of this project is to try to alleviate this frustration. Some
of the ways to alleviate frustration are to acquire information, knowledge, and strategies,
to deal with issues. This project does just that, with the design of an interactive website,
with practical research-based learning strategies, that demonstrate and model effective
tools for working with students with TBI.
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Educators are constantly looking for new ways to teach in order to deliver our
most effective lessons to all children. “Thus, it is not surprising that educators have
sought to incorporate neuroscience research findings into the special education
classroom.” (Alferink & Dugan, 2010, p 42). “Special educators strive to arrange their
classrooms to elicit the best learning outcomes.” (p 42) In the same article, According to
quoted authors such as Sprenger (1999), arrangements that are brain compatible should
elicit the best learning. More specifically, Sprenger and others suggested that this can be
accomplished by teaching to different learning styles or a child’s multiple intelligences.
(p43)
Statement of the Problem
There is plenty of research on how TBI occurs and how it debilitates the brain, but
there are few strategies available to parents and educators, to help a child with TBI re-
learn to function. During the past several months, this Educator, was providing
instruction with a child who has suffered a TBI. This required spent many hours
researching TBI to determine what strategies are practical and effective for a student with
TBI. (See Appendix).
There are several websites providing information about TBI. The availability of
comprehensive and practical strategies for working with children with TBI is woefully
absent. This web site was developed to provide a comprehensive website that provides
information on TBI and strategies for parents, educators, and students. This website
provides effective and practical methods for addressing the education needs and will tools
to re-assimilate children with TBI with life skills.
Background and Need
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“Students with brain injuries tend to have cognitive problems in four areas:
attention and concentration, information processing, memory, and executive functions.”
(Disability Rights Network, 2008 p12). Working with someone who suffered Hypoxic-
Anoxic Bran Injury, caused by strangulation started this quest. Hypoxic-Anoxic Brain
Injury is one of the many types of TBI. According to the Brain Injury Association of
America, Hypoxic refers to a partial lack of oxygen and Anoxic means a total lack of
oxygen. Therefore, the more complete the deprivation of oxygen to the brain the more
severe the damage to brain. This will then result in the greater the consequences (p. 1)
After testing the student, the student results were two-standard deviation drops in
all areas of academia from previous testing. The school psychology report also showed a
two standard deviation drop as well. The biggest loss for this student is memory,
especially short-term memory. Intervention for this student included support in math,
reading, and writing. Each of these areas, the memory processing is largely affected.
Research showed several methods to help a student with TBI but no modeling or
physical visual representation. The majority of the websites researched for methods and
strategies stated something like this:
• Use a multi-modal approach (overheads, videos, hands-on activities) when
presenting material and instructions for assignments.
• Teach compensatory strategies to students and structure choices.
• Begin class with review and overview of topics to be covered.
• Provide the student with an outline of the material to be presented, to assist in
comprehension.
• Emphasize main points and key ideas frequently.
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• Incorporate repetition into instruction.
• Provide specific, frequent feedback on student performance and behavior.
• Encourage questions.
• Break down large assignments into smaller components.
• Use task analyses to determine skill acquisition and maintenance.
• Ask the student how he or she could improve learning.
• Use a variety of open-ended and multiple-choice questions to encourage
independent thinking.
• Present difficult material in a simplified fashion, using illustrations or diagrams
if possible.
• Provide the student with cues when appropriate.
(Louie, Brett, et al. , 2002, p 65)
The main question is what does this really look like to a teacher or parent? How do you
apply these strategies? How do these strategies differ than other strategies? How will this
part access that needed rouge memory.
Rationale
A report to Congress, December 1999 (http://www.cdc.gov/ncipc/pub-
res/mtbi/mtbireport.pdf), “TBI is the leading cause of death and disability among children
and young adults in the United States.” (p. 1). Teachers many times do not even know a
student has TBI because there are no visible damages. Unless the parent has reported to
the school that the child has suffered a TBI, there is no way to know. In the same report
the disabilities and impairments are described, “TBI is referred to as the invisible
epidemic these disabilities arising from cognitive, emotional, sensory, and motor
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impairments often permanently alter a person’s vocational aspirations and have profound
effects on social and family relationships.” (p. 1-2). Educators, are required to instruct
and educate all children. According to the Free Appropriate Public Education for
Students With Disabilities: Requirements Under Section 504 of The Rehabilitation Act of
1973 states “education services designed to meet the individual education needs of
students with disabilities as adequately as the needs of nondisabled students are met.” As
educators we need to have strategies that are proven effective, and research-based. So
which strategies do we use? Where can we find the most information possible to
complete this directive? That is what this project is going to provide creating one source
of effective, research-based strategies that are modeled and available, for educators and
parents.
Purpose of the Project
The purpose of this project is to provide an interactive website for educators and
parents with information about TBI other websites and to provide tools and strategies to
help students with Traumatic Brain Injury (TBI).
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The website includes a Home page with information about the website
An Information page provides medical information, services available, and other
important information.
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There also is a survey link on the first page to allow for the informal evaluation of the
website. This includes
• Evaluation of research based strategies
• Recommendations
• Overall effectiveness of the website
Math Strategies page provides teaching strategies for Mathematics. This includes video
links to teacher’s modeling the strategy and information as to why it might be effective.
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Language Strategies page provides teaching strategies for English Language Arts (ELA).
This page also provides links to videos that have educators modeling the strategies, and
why they might be effective.
Memory Tools: This includes links to memory games, practices, and strategies that
might be effective for improving memory. (see ELA-same format)
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The last page is a list of all Links that this author has found, on TBI, and strategies for
teaching students with TBI.
This website may be helpful to all educators, however; this website was geared to the
demographics of educators and parents of children who have TBI
Project Objectives
• To research best practices strategies to use with individuals with TBI.
• To create a website where information is available for students with TBI
• To create a website for teachers and parents to find and practice reached based
strategies for Mathematics, English language Arts and Memory
o Effectiveness of the students with TBI determined which strategy used
o Videotaped and uploaded to the website,
o The strategy used is not a recommendation of one strategy over another
strategy.
Definition of Terms all terms have been defined in the chapter.
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CHAPTER 2
What is TBI? TBI stands for Traumatic Brain Injury. There is plenty of research
on how TBI occurs and how it debilitates the brain, but there are few strategies available
to parents and educators to help a child with TBI re-learn to function. For the purpose of
this project, the following questions are asked:
1. What is TBI and how does it affect the brain?
2. What strategies are there for Teachers in the area of memory loss?
3. What strategies are there for Reading Comprehension?
4. What strategies are there for Math Intervention?
The review of the literature is from peer-reviewed, research-based documentation, as well
as government-sponsored reports to demonstrate truth in the findings of this review.
What is TBI and how does it affect the brain?
“A TBI results from a blow or jolt to the head or a penetrating head injury that
disrupts the function of the brain”(Polito,Thompson & Defina (2010, p504) In a Report
to Congress(http://www.cdc.gov/ncipc/pub-res/mtbi/mtbireport.pdf ) in 2003 states the
following:
According to existing data, more than 1.5 million people experience a traumatic
brain injury (TBI) each year in the United States. Of them, as many as 75 percent
sustain a mild traumatic brain injury—or MTBI. These injuries may cause long-
term or permanent impairments and disabilities. Many people with MTBI have
difficulty returning to routine, daily activities and may be unable to return to work
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or many weeks or months. In addition to the human toll of these injuries, MTBI
costs the nation nearly $17 billion each year.(p 1)
Medscape states that “Traumatic brain injury (TBI) is a nondegenerative, noncongenital
insult to the brain from an external mechanical force, possibly leading to permanent or
temporary impairment of cognitive, physical, and psychosocial functions, with an
associated diminished or altered state of consciousness.” American Congress of
Rehabilitation Medicine defines mild head injury as "a traumatically induced physiologic
disruption of brain function, as manifested by one of the following:
• Any period of loss of consciousness (LOC),
• Any loss of memory for events immediately before or after the accident,
• Any alteration in mental state at the time of the accident,
• Focal neurologic deficits, which may or may not be transient."
There is another type of TBI called Hypoxic-Anoxic Brain Injury HAI. We know that
the brain is dependent on oxygen. HAI is the deprival of oxygen to the brain as is stated
by the Los Angeles Caregiver resource center. “the term hypoxic means partial lack.
Other HAI injuries are due to a complete lack of oxygen; the term anoxic means total
lack. The greater the loss of oxygen, the more wide-spread and serious the injury will
be.” (CDMC, 2004,p. 1) Research resulted in another question, what happens to the
brain? What do we need to look at or know? As an Educator, knowledge is power, and
understanding how the brain reacts to this injury is just as important as well as, how the
family, school, and student will react. The Traumatic Brain injury In the United States
Report to Congress 1999 (sums it up perfectly:
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For the estimated 5.3 million Americans who live with a TBI-related disability,
the financial cost is only part of the burden. The long-term impairments and
disabilities associated with TBI are grave and the full human cost is incalculable.
Yet because these disabilities are not readily apparent to the public--unlike a
broken leg, for example--TBI is referred to as the invisible epidemic. These
disabilities, arising from cognitive, emotional, sensory, and motor impairments,
often permanently alter a person's vocational aspirations and have profound
effects on social and family relationships. For many people they feel that they
have lost the person they once knew. (p 2)
What happens to the person? According to Polito, Thompson and Defina ( 2010) in the
article, A review of the International Brain Research Foundation novel approach to mild
traumatic brain injury presented at the International Conference on Behavioral Health
and Traumatic Brain Injury:
Psychological changes associated with TBI often include “executive
dysfunction,” which may be seen clinically as disinhibition, (sic) inappropriate
behavior, impulsivity, emotional lability, (sic) poor judgment, lack of insight, and
regressed social and occupational functioning. Neurocognitive impairments
usually involve a combination of problems with verbal and nonverbal working
memory, verbal fluency, attentional (sic) mechanisms, visual-motor processing
speed, planning and organizing, a shifting conitive(sic) set, and personality
changes. (p 505)
With HAI’s the problems can be cognitive and physical. Los Angeles Caregiver
Resource Center states the following can be the results of the damage:
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• Short-term memory loss
• Decline in Executive functions
• Difficulty with words
• Visual Disturbances
• Ataxia (lack of coordination)
• Spasticity Jerky notions
• Quadriparesis (weaknees of the arms and legs)
• In addition there can be depress, irritability, and an inability to focus or
concentrate.
As an educator, understanding the brain, and understanding the results of this injury, are
the first step in designing a strategy to assist the student with TBI to overcome their
struggles. (p 2)
In 2000 the CDC upon the request of the medical world issued the CDC Injury
Prevention report on TBI and Assessing children some of the recommendations, which
follow along with the purpose of this project summarized the following
There is a lack of communication for educational service that are appropriate, and
many times the students are identified as LD (learning disability) vs TBI. Caregivers
lack the awareness of available services, and many times the actual knowledge as to the
results of the injury; and how damaging it can be is not presented. The article points to
the need for educators to be educated prior to assessing the student, and gives
recommendations of many different assessment tools for the school to use. (p 234-235)
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Understanding the brain of a student with TBI, as an educator, is like
understanding a road map. The student has always gotten from point A to point B by
taking a direct route. Now the brain needs to find an additional route to get to the same
place, and that is very difficult, and frustrating. Studies have shown since this is called
the silent disability there are so many issues that are not academia related. Krach,
Gormley Jr., & Ward. (2009). Chapter 10: Traumatic Brain Injury. In , Pediatric
Rehabilitation: Principles & Practice :
Too often, children with TBI remain underserved and, in some cases, forgotten.
Sometimes educators are unaware the child had a previous TBI, or if their
academic performance on achievement tests was within the average or acceptable
range, they are deemed to be unaffected by the brain injury. Their diagnosis is
forgotten until they have failed academically. (p 248)
TBI is real and incidents are increasing. Educators, parents and students need effective,
easily accessible tools.
What strategies are there for Teachers in the area of memory loss?
Memory loss is one of the biggest concerns for students with TBI. According to
the article, Pediatric Rehabilitation: Principles & Practice
Memory impairment is another common area of concern after pediatric TBI.
Typically, the memory impairment that is seen is for the formation of new
memories as opposed to long-term memory. This has significant implications for
a child’s ability to learn new information. As observed in other areas, severity
of memory impairment appears to be related to the overall severity of injury.
Impairment is seen in both immediate and delayed recall in severe TBI. (p 239)
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What are some of the researched based strategies for memory loss?
The way the target memory task is presented – visually or orally – affects
memory. The ‘picture superiority effect’ (Paivio, 1971) states that pictures are
recalled better than words because they are encoded, and stored in both verbal and
non-verbal codes. Item storage in image memory is more durable than in verbal
memory. Furthermore, while processing visual information, participants develop
the meaning behind pictorial stimuli more than words (Craik & Lockhart, 1972)
Research of many strategies and areas of concern revealed in the article, Explicit memory
among individuals with mild and moderate intellectual disability: educational
implications by Lifshitz, Shtein, Weiss, & Svisrsky (2011) that one of the best ways to
work with memory is to “utilize(sic) multimedia. When teaching the aforementioned
material, use multimedia devices such as the video and computer. These media do not
require the use of expressive language and provide feedback after learning. Integrate the
learners’ own photographs into stimulus materials. (p116)
As an educator, multimedia is used every day. Students have never been without
cell phones, computers, and now iPADS. Simple games on the computer like
concentration, Sudoku, and crossword puzzles can stimulate that short-term and long-
term memory. We know the brain is a muscle we need to exercise it.
What strategies are there for Reading Comprehension?
As stated above Metacognition Strategies is the preferred strategy for teaching
reading comprehension. What are some of those strategies? How should they be
applied? According to Othman, Darussalam, Brunei (2010)
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Metacognition is a concept that has been used to refer to the diversity of
epistemology process. Epistemology is a theory on knowledge particularly the
one related to critical research on method and scope of knowledge. In terms of its
concept, metacognition basically means cognition about cognition that refers to
second-order cognitions; thoughts about thoughts; knowledge about knowledge;
and reflections about actions. (p 457-458)
There are many comprehensive strategies. Which one works and which one does not?
Each child is different; so are the strategies that a teacher should use. For all teachers it is
extremely valuable to have a firm grasp of all reading comprehensive, research-based
strategies that are effective have been presented. The following according to Kracch,
Paivio, Yahya, in the CDC injury prevent report(2010)identifies the best Comprehension
Strategies Used by Teachers are Story Retelling, Think-Alouds, Question Answer,
Relationships, KWL Charts, Story Maps, Graphic Organizers. (p 368)
Teachers need to be creative, use checklists, try various methods, and think
outside the box. There are many different strategies that are out in the educational world
the list above are research-based and they are the foundation. As in, all situations,
borrow and utilize other sources ask other teacher, search the internet, read journals, go to
seminars. Find a strategy that works and use it. Consistency is very important, once your
find a strategy that works use it and if the student suffering from memory loss, repetition
is key.
What strategies are there for Math Intervention?
Mathematics is an issue across all boundaries; according to the article Using an
Intelligent Tutor and Math Fluency Training to Improve Math Performance stated that:
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results of the Third International Mathematics and Science Study (TIMSS)
involving a half-million students showed that U.S. fourth-graders perform poorly,
middle school students worse and high school students are unable to compete. In
the 2006 Program for International Student Assessment, US students ranked 17th
out of 30 in the science assessment and 24th out of 30 in math. (p 136)
Students with TBI, suffering from memory loss, and other damages, may have been
good, exceptional or poor in math may now be completely different. It has also be
determined that “Students with LD characteristically are poor problem solvers. They
typically lack knowledge of problem-solving processes, particularly those necessary for
representing problems and, therefore, need to be taught those processes explicitly and
shown how to apply them when solving math word problems (Montague & Applegate,
1993). Today math intervention is not just for students with disabilities.
What are the best strategies for Math intervention? We know that repetition is
important in math to develop those skills that are the basics of math. “Automatic skills,
which are only acquired after considerable practice, consume little cognitive capacity and
allow the possibility of performing multiple tasks relevant to the problem at hand
simultaneously.” (Arroyo, Royer, Woolf, 2011, p 138). According to the article by
Louie, Brodesky, Brett, Yang, Tan, & Regional Educational Laboratory Northeast &
Islands (2008). Math Education Practices for Students with Disabilities and Other
Struggling Learners, there is no one method for students with disabilities, a summary of
what they recommended is as follows:
• Graphic organizers
• Computer games
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• Manipulative, hands on math
• Peer teaching (p 8)
Response to Intervention (RTI) is another strategy for Mathematics.
The literature presented is from peer-reviewed, research- based documentation, as
well as government-sponsored reports. This literature was presented to demonstrate truth
in the findings of this review. These results are explored and applied to the interactive
website project. Each of the pages of the website addresses one of the questions:
What is TBI and how does it affect the brain?
What strategies are there for Teachers in the area of memory loss?
What strategies are there for Reading Comprehension?
What strategies are there for Math Intervention?
Summary
The website www.effectiveteachingtbi.org will answer the above questions and
will also demonstrate for teachers an effective strategy that worked for this educator. The
purpose of the website is to provide information and real life strategies for this growing
need.
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Chapter 3
Introduction
There is plenty of research on how TBI occurs and how it debilitates the brain, but
there are few strategies available to parents and educators, to help a child with TBI re-
learn to function. Teachers need practical teaching strategies. This project provides an
interactive website to educate parents, teachers and people who suffer from TBI. In
addition, this website gives examples of teaching strategies. The strategy is presented in
video representation.
Background of project
During the past year, this teacher has worked with several students in high school
that have suffered TBI. One student was kicked in the head by another player during a
soccer game. One student attempted suicide by hanging, and suffered an Hypoxic-
Anoxic Brain Injury (HAI). Each student had severe memory loss. Each student had lost
many of their basic cognitive functions. For example, one student was an excellent math
student and now struggled with multiplication tables. The other student, an avid writer,
now struggled to write one paragraph. It is our responsibility, as special educators, to give
these students the tools they need to be successful.
Components of the project
There is a lot of research on what TBI is; however, as it is an injury that cannot be
seen (like a broken leg) each person is affected differently, as an educator, we must find a
way to re-route the brain. Reading about different strategies is a great start but how do
you apply the strategies what do they look like. This is the reason this educator made this
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website. This website gives information on the three areas of need, English Language
Arts (ELA), Mathematics, and Memory Retention.
The home page on the website gives general information about TBI. Pages two,
three and four of the website have actual teaching strategies for each area, ELA
Mathematics, and Memory Retention, and one life skill strategy. The final page has a list
of websites and links (Appendix B). There is also a survey page for the informal
feedback.
The students with TBI that are working with this special education teacher will
determine the strategies used on the website “The concepts of teacher effectiveness and
research-based instructional strategies combine to form a foundation that results in
changes in teaching.” (Fabry, 2010, p.24). Research based strategies are the only
strategies presented on the website.
Methodology and project design
After many months of research and utilizing several research-based strategies, the
ones that were most effective for the students were chosen for the website the choice of
one strategy over another is not to recommend, but to demonstrate, possible strategies.
The participants on the videos are not the students in the research of this project,
but paid student actors. The videos (Youtube) describe the strategy and demonstrate the
technique implementation. In addition, a PDF of the lesson is on the website.
An informal survey of the website and the effectiveness will give these educator
ideas for future videos, strategies and lessons. As stated, this is an interactive website,
research will be on going, and as more information, links and strategies are used, the
website will be updated.
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Summary
The strategies that were tried were research based strategies. The strategies that
were chosen were the strategies that worked with the students. The choice was not an
evaluation of which strategy was better or worse but which one worked.
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Chapter 4
Evaluation of Project
Educators need a place to get information on effective strategies, but more
importantly to see a demonstration of what the strategy looks like. This project will
provide educators, parents, and persons with TBI the information, and strategies as well
as the modeling of those strategies. This website will provide information, papers, and
links to other websites. The hope is that these demonstrated strategies may relieve
frustration and will help to improve the student’s physical and emotional wellbeing.
This web site design is a tool for multiple users. Teachers may be the main target and
user of this information but parents will seek strategies that they can use to support their
children with TBI. People with TBI will themselves research strategies to re-gain their
lives .
The internet provides a median for this information. As an interactive website
the continual monitoring of the information and strategies are a vital part of the
evaluation of the project. The determination of this project and effectiveness of the
website will be the informal evaluation.
Limitations to the website and plans for future expansion
The largest limitation to the website is time. The website is now up and running
www.effectiveteachingtbi.org. The videos on the website require a written consent to be
videoed as the participants are minors; however, they are not my students and are used as
actors only. In addition, the use of a professional cameraperson was used and the
information uploaded to the website.
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Research for this project in ongoing and as an interactive website will be updated
as needed. The design of the website is complete. The rest of the project is on going
including:
• Determine the research strategies for each page of the website
• Monthly new research strategies
• Review informal evaluations from the information link-postings
The future plan depends on funding and reactions to the site. This is a work in
progress and will be updated based upon research and implementation of the strategies.
The site officially went up on October 12, 2012, and has had over 100 hits in less than a
month. The postings as of 10-30-2012 are as follows
In favor of the site—13 postings
Suggestions for the site-1 posting
Solicitation for other things-6 postings
Spam-5 postings
Conclusions
As an educator, understanding the brain of a student with TBI, is like
understanding a road map. The student has always gotten from point A to point B by
taking a direct route. Now the brain needs to find an additional route to get to the same
place, and that is very difficult, and frustrating. This website will assist teachers, parents,
and persons with TBI, by giving them tools and information. Arroyos-Jurado, Paulsen,
Ehly and Max stated it best as an educator “Not only do educators need to draw on
student’s strengths, they also need to come up with novel approaches to teaching learning
24. Masters Project TBI 24
strategies.” (2001,p.137). This project is based on this statement. Each of the strategies
that are used and will be used are novel approaches for each individual person. This
project’s goal is to assist the student, parent and teacher to be successful in educating
themselves and others and to assist all persons who experience TBI.
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