Todis Bonnie, Glang Ann
Teaching Research Institute, 99 West 10th Ave, Suite 370, Eugene, OR 97401, USA.
J Head Trauma Rehabil. 2008 Jul-Aug;23(4):252-63. doi: 10.1097/01.HTR.0000327257.84622.bc.
Identify factors that influence postsecondary education outcomes for students with traumatic brain injury (TBI).
Qualitative longitudinal.
Thirty-three young adults with TBI, their parents, and knowledgeable others.
Students with TBI who received transition services that linked them with disability services and support agencies were more likely to complete postsecondary programs. Internal factors such as positive attitude and determination were also associated with success.
Survey items measuring constructs such as "use of accommodations," "enrolled in special education," and "high school graduation" mask a range of experiences. Transition supports geared to the postsecondary education goals of students with TBI are needed.
确定影响创伤性脑损伤（TBI）学生高等教育成果的因素。
定性纵向研究。
33名患有创伤性脑损伤的年轻人、他们的父母以及其他知情人士。
接受了将他们与残疾服务和支持机构联系起来的过渡服务的创伤性脑损伤学生更有可能完成高等教育课程。积极的态度和决心等内在因素也与成功相关。
测量“使用便利设施”、“就读特殊教育”和“高中毕业”等构念的调查项目掩盖了一系列经历。需要针对创伤性脑损伤学生的高等教育目标提供过渡支持。
