Carney Joan, Porter Patricia
Special Education Department, Kennedy Krieger Institute, 1750 East Fairmount Ave., Baltimore, MD 21231, USA.
Dev Disabil Res Rev. 2009;15(2):152-8. doi: 10.1002/ddrr.57.
Onset of acquired central nervous system (CNS) injury during the normal developmental process of childhood can have impact on cognitive, behavioral, and motor function. This alteration of function often necessitates special education programming, modifications, and accommodations in the education setting for successful school reentry. Special education is not necessarily a special classroom, but an individualized set of educational needs, determined by a multidisciplinary school team, to promote educational success. The purpose of this article is to inform those pediatricians and pediatric allied health professionals treating children with CNS injury of the systems in place to support successful school reentry and their role in contributing to developing an appropriate educational plan.
在儿童正常发育过程中发生的获得性中枢神经系统（CNS）损伤，会对认知、行为和运动功能产生影响。这种功能改变通常需要在教育环境中进行特殊教育规划、调整和便利措施，以便成功重返校园。特殊教育不一定是指特殊教室，而是由多学科学校团队确定的一套个性化教育需求，以促进教育成功。本文旨在告知那些治疗中枢神经系统损伤儿童的儿科医生和儿科相关健康专业人员，现有哪些支持成功重返校园的系统，以及他们在制定适当教育计划中所起的作用。
