Grandinette Sharon
Acquired/Traumatic Brain Injury Education Service, 326 Via San Sebastian, Redondo Beach, CA 90277, USA. Tel.: +1 310 465 0201; Fax: +1 310 378 2565; E-mail:
J Pediatr Rehabil Med. 2014;7(4):307-21. doi: 10.3233/PRM-140301.
With an increase in the number of pediatric patients surviving the diagnosis and treatment of brain tumors, many children are returning to school with an alteration in their physical, cognitive, and social-emotional functioning and thus requiring school intervention or services. Physicians and clinicians in hospital and rehabilitation settings serving this population can play a key role in communicating the medical and functional needs these children present as a result of diagnosis and treatment as they transition to an educational setting. Medical and allied health personnel can best support successful school transition when they are aware of the information schools require in order to open the door for students to easily access the interventions, supports, and services available through 504 Accommodation Plans and special education supports and services under the Individuals with Disabilities Education Act. Clear communication between medical and school personnel is vital in improving educational, social, and vocational outcomes for students with brain tumors. A streamlined approach to accomplish this task is offered for consideration.
随着脑肿瘤诊断和治疗后存活的儿科患者数量增加，许多儿童重返学校时，其身体、认知和社会情感功能出现了变化，因此需要学校进行干预或提供服务。在为这一群体服务的医院和康复机构中，医生和临床医生在这些儿童从诊断和治疗过渡到教育环境时，传达他们因诊断和治疗而产生的医疗和功能需求方面可以发挥关键作用。当医疗和相关卫生人员了解学校为学生轻松获得通过《504住宿计划》以及《残疾人教育法》规定的特殊教育支持和服务所提供的干预、支持和服务而要求的信息时，他们能够最好地支持顺利的学校过渡。医疗人员和学校人员之间的清晰沟通对于改善脑肿瘤学生的教育、社会和职业成果至关重要。本文提供了一种简化的方法来完成这项任务供大家参考。
