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Socio-Emotional Support Needs for Re-Entry to School after Traumatic Brain Injury

Including Learners with Low-Incidence Disabilities

ISBN: 978-1-78441-251-7, eISBN: 978-1-78441-250-0

Publication date: 4 February 2015


Traumatic Brain Injury (TBI) is the most common brain injury and the leading cause of disability in children in the United States (Schilling & Getch, 2012). In addition to physical and cognitive rehabilitation, a family and their child need socio-emotional supports during school re-entry after brain injury. This chapter presents an understanding of the experience of school re-entry for children with TBI from the perspective of the parents. Their narratives of the preinjury, injury, and postinjury experience are framed in the medical and social models as well as special education. Findings suggest that throughout the process, community is a constant while parents’ advocacy roles shift with regard to their child’s holistic care. Academic research in this area is limited given TBI is a hidden disability representing a broad spectrum of diagnosis, where the individual may have no obvious physical effects even though the injury may have a significant impact on their behavior and daily life. This chapter will propose interventions for educators to use with consideration of cultural and familiar traditions.



Crylen, A.E. (2015), "Socio-Emotional Support Needs for Re-Entry to School after Traumatic Brain Injury", Including Learners with Low-Incidence Disabilities (International Perspectives on Inclusive Education, Vol. 5), Emerald Group Publishing Limited, Leeds, pp. 159-179.



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