Concussions are sustained by thousands of students in grades K-12 every year.

Be Ready

• Learn how to assist a student who has sustained a concussion (a mild traumatic brain injury) when he/she returns to the classroom. “The term “mild” is used in reference to the severity of the initial physical trauma that caused the injury. It does not indicate the severity of the consequences of the injury.” (Brain Injury Association of America, 2013)
• Each student will need academic, environmental, and social adjustments tailored specifically to his or her needs because every concussion is different. The consequences of a concussion can affect all aspects of daily life including physical, sensory, cognitive, and social skills. (Brain Injury Association of Virginia, 2011)
• The child or student may become less effective as a problem solver and student and both academic and social learning can be compromised. (Presentation by Peter D. Patrick, Ph.D., Virginia Department of Education Traumatic Brain Injury Team Training, July 30, 2013).

Set a course of action

• There are accommodations and modifications needed to help a student while he/she is recovering from a concussion (which often improves within 4 weeks). General safety procedures, including medication, or scheduling adjustments, such as shortening length of classes and increased breaks, may be necessary. Environmental accommodations and the modification of instruction, including reduced content per page, adjusting expectations, and the possible use of assistive technology, both low and high tech, could be needed.
• If symptoms persist for a longer period of time, a 504 plan or an Individualized Education Program (IEP) may need to be developed and closely monitored for progress.

For more information and ideas, go to:

This packet includes:
• Information for Teachers: Signs and Symptoms of Concussion
• Return to Academics Progression
• Accommodation Suggestions
• Accommodations Plan from Healthcare Provider

This guide contains:
• Brain Injury Deficit Management Strategies Chart

This manual contains:
• Chapter 3: Changes in Learning and Intervention Strategies

References:
• Brain Injury Association of America (2013). Mild Brain Injury and Concussion: Definition. Retrieved from http://www.biausa.org/mild-brain-injury.htm
• Brain Injury Association of Virginia (2011). The Voice of Brain Injury: Help, Hope & Healing. Retrieved from www.biav.net/about.htm
• Patrick, P. D. (2013) Presentation at Virginia Department of Education Traumatic Brain Injury Team Training, Staunton, Virginia.

This news brief is a collaborative effort of the Virginia Department of Education Training and Technical Assistance Centers at George Mason University and James Madison University. This issue was prepared by the staff of the VDOE TTAC at George Mason University. For questions about the content, please contact Clare Talbert or Kris Ganley or call our office at 703-993-4496.