Clark E
School Psychology Program, University of Utah, Salt Lake City 84112, USA.
J Learn Disabil. 1996 Sep;29(5):549-60. doi: 10.1177/002221949602900509.
Changes in federal law have paved the way for students with traumatic brain injury (TBI) to receive special educational services. Although not all students with TBI need special education, many will need careful planning for reintegration into the classroom. The present article presents information about the range of services that need to be considered for these students and the problems that can affect students' academic and social functioning. Characteristics that distinguish this group of students from peers with special learning needs are highlighted and specific suggestions are made to help educators work more effectively with these students when they return to school. A case study is used to highlight the issues discussed.
联邦法律的变化为创伤性脑损伤（TBI）学生接受特殊教育服务铺平了道路。虽然并非所有TBI学生都需要特殊教育，但许多学生需要精心规划以便重新融入课堂。本文介绍了针对这些学生需要考虑的一系列服务以及可能影响学生学业和社交功能的问题。突出了这组学生与有特殊学习需求的同龄人不同的特点，并提出了具体建议，以帮助教育工作者在这些学生返校时更有效地与他们合作。通过一个案例研究来突出所讨论的问题。
