Teacher Perceptions on Academic Accommodations for Students Who Sustain Sports-Related Concussions

The problem addressed in this study was that California public high school teachers are not educated about RTL protocols (RTL) for student-athletes following a concussion, fail to see the value in such protocols, and are skeptical of students needing academic accommodations. This qualitative case study aimed to identify teachers' areas of concern with implementing RTL protocols and provide recommendations that administrators and teachers alike can utilize. A conceptual framework of current RTL protocols guided the research. Data were collected via a short questionnaire, five teacher interviews, five coach interviews, six administrative interviews, and two focus groups from two comprehensive high schools in Elk Grove Unified School District in Elk Grove, California. Most of the data overwhelmingly backed up previous research that teachers are not provided with education surrounding protocols for students returning to the classroom following a concussion. Few states had procedures in place, and the data of this study shows that California is no exception. However, it deviated from previous research as teachers could identify concussion symptoms regardless of experiencing one as an athlete. These findings call for the creation of consistent RTL protocols and the educating of teachers with the procedures. The research can be pushed further by exploring the best way for teachers to access and correctly use the materials in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]