Step 1 of 6

Introduction to Special Education Process for TBI

Traumatic Brain Injury has unique characteristics that make its identification, evaluation, content of the IEP and specially designed instruction for students with TBI different from other disability categories.

First, TBI is caused by an event, and the student typically has a history of academic performance at a higher level. Also, the federal definition of TBI suggests 13 areas that might have been impacted by the TBI. These areas need to be reviewed for evaluation and to determine the impact of the TBI on academic functioning.

The 13 areas tend to influence several academic areas simultaneously. Also, Individualized Education Plans need to address goals that may change rapidly within a year of the student’s injury. Therefore, interventions tend to be wide ranging and typically don’t occur within a single setting. Not surprisingly, placements and programmatic considerations also tend to be highly variable between students with TBI, depending on their individual needs.

This section will guide you through the special education process with articles,forms, a guided IEP and samples to help with the Special Education Process for students with TBI.

Some students may need support when reentering school after a brain injury or may need “accommodations on a 504 plan. Click on the highlighted words to go to articles specific to those topics.