Reentry Steps

Clear Communication

Designate a person from your school to communicate with the family and be a single point of contact. The single point of contact should get appropriate releases signed and begin communication with the hospital or outside agencies who have current information about the student. This is also a good time to contact your regional TBI Liaison, a designated Oregon TBI team member, or a person at the school who has expertise in TBI who can help to guide the reentry process. Select a person to communicate directly with the family and hospital or rehabilitation facility, as soon as possible, to obtain the most recent information about the student’s strengths and needs.

Gather Information on the student’s:

• Present physical condition
• Motor skills
• Physical limitations
• Activity limitations
• Therapy requirements
• Required assistive devices
• Self care abilities
• Medications (& side effects)
• Communication ability
• Behavioral concerns
• Cognitive recovery pattern
• Evaluation results

Review information on the student’s current functioning.

• Have the appropriate school personnel review the information. For example, have the physical therapist review records relating to mobility, the speech pathologist review speech records, etc.
• Many physical therapists prefer to make a home visit prior to the student returning to school to evaluate the student’s mobility and physical needs at school.

It Takes a Team

If your school doesn’t already have one, designate several professionals to constitute a team who will help to guide the reentry process. Create the team based on the needs of the student. A team may include any or all of the following: A person knowledgeable about TBI, Parent, Student, Classroom teacher, Speech Pathologist, School Psychologist, Special Education Teacher, Principal or designee, Occupational Therapist, Physical Therapist, School Nurse, Designee from the Rehab facility or hospital or other

Planning

Set up a planning meeting with a school team BEFORE the student returns to school. This is extremely important especially if the student has challenges such as fatigue, toileting, transportation, mobility, changed behaviors, etc. It is vital that school staff be trained to meet the student’s needs and that adaptive equipment be in place for toileting, feeding, etc. prior to the student arriving at school. If needed, set up a short term plan for providing education and informal evaluation while the student is at home, just prior to returning to school.

Transition back to School

Meet as a team with the family and student (if appropriate) to review information and plan for the transition to school

Build Capacity

Provide in-service training for school-based staff who have contact with the student and need to use special techniques or devices (document this training in the student’s file)

Goals

Begin to plan for short and long term needs and goals for the student.

Initial Assessment

Evaluate the student to determine what levels of academic, social or life-skills supports are currently needed and to determine if the student is eligible for support under IDEA or a 504 plan.

Accommodate

Determine if the student will need an altered schedule e.g., homebound, or return to school on a shortened schedule to assist with fatigue issues, or becoming overwhelmed with multiple sources of information, noise etc.

Continued Monitoring

Plan for several meetings to meet the changing skills and needs of the student.