The purpose of this study was to gain a better understanding of current knowledge of mild traumatic brain injury (mTBI) held by school based speech-language pathologists’ (SLP) and special educators’ (SPE). Knowledge of mTBI was assessed through a survey and focus groups. Quantitative and qualitative data identified that both SLPs and SPEs lack knowledge of federal regulations related to mTBI, lack confidence of general knowledge related to mTBI, continue to hold misconceptions of mTBI and realize the challenges and potential educational implications for children who sustain a mTBI may be difficult to identify. Findings from this study suggest a complex process to identification, communication and educational supports. Based on these findings, this study has provided an opportunity to improve the educational support system for students with mTBI as it relates to awareness and knowledge, communication and response to intervention.
|Commitee:||Fuchs, Wendy, King, Amie|
|School:||Southern Illinois University at Edwardsville|
|Department:||Special Education & Communication Disorders|
|School Location:||United States -- Illinois|
|Source:||MAI 54/05M(E), Masters Abstracts International|
|Subjects:||Speech therapy, Special education|
|Keywords:||Brain injury, Concussion, Knowledge, Mild traumatic brain injury, Special educators, Speech-language pathologists|
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