教育应如何应对创伤性脑损伤学生。

How education should respond to students with traumatic brain injury.

作者信息

D'Amato R C, Rothlisberg B A

机构信息

Clinical Neuropsychology Laboratory, University of Northern Colorado, Greeley 80639, USA.

出版信息

J Learn Disabil. 1996 Nov;29(6):670-83. doi: 10.1177/002221949602900611.

DOI:10.1177/002221949602900611

PMID:8942311

Abstract

This article focuses on the educational implications of traumatic brain injury (TBI). It details the conceptual issues surrounding TBI and discusses how assessment of this group differs from that of other groups with disabilities. Finally, the article offers suggestions for an integrated intervention approach based on the idea of bringing order to the life experiences of these students. The S. O. S. (Structure, Organization, and Strategy) Approach offers a framework from which to consider the variable needs of these learners.

摘要

本文聚焦于创伤性脑损伤（TBI）的教育意义。它详述了围绕创伤性脑损伤的概念性问题，并讨论了对这一群体的评估与对其他残疾群体的评估有何不同。最后，本文基于为这些学生的生活经历带来秩序的理念，为综合干预方法提供了建议。S.O.S.（结构、组织和策略）方法提供了一个框架，用以考虑这些学习者的不同需求。