Beyond school re-entry: addressing the long-term needs of students with brain injuries

Educators today face the challenge of providing appropriate programs for students with a wide variety of needs. Students with acquired brain injuries may sustain permanent physical, cognitive, and psycho-social sequelae which can significantly impact their ability to function at home, in school, and in the community. After discharge from a rehabilitation facility, the educational system becomes critical in facilitating the student's ongoing progress. Addressing the long-term needs of students with brain injuries requires that educational personnel become knowledgeable about appropriate learning strategies and program modifications. This article describes the educatio­ nal outcomes of students with acquired brain injuries, discusses critical features of effective programs, and suggests interventions for consideration in instructional planning. © 1997 Elsevier Science Ireland Ltd.