Supports to Consider for Students with TBI as they Reenter School

• Consider placing the student in a regular education class for part of the day and in another placement, such as a special education classroom, for part of the day with a paraprofessional or special educator to work on skill strategies or behavioral issues.
  • Develop a plan for reducing paraprofessional support as the student gains skills.
• Display a schedule with the daily routine, e.g. written, pictures, photographs, or objects depending on the student’s level of functioning.
  • Have staff members review the schedule before an activity to clarify expectations.
  • Have staff members review the schedule after an activity to evaluate progress on behavioral and academic goals.
  • Have the student (or staff member if student is unable) mark off each activity as it is done and prepare for the next activity.
• Modify the curriculum until the student is able to benefit from the regular curriculum.
• Consider a buddy or peer system to increase social interaction and unobtrusive behavioral, academic, and cognitive support.
• Focus on the student’s strengths and expertise when teaching new material.
• Use advance organizers to help orient the student to the learning that is about to occur.
• Divide the day into segments, have the student meet with a paraprofessional or staff member (mentor) to plan for the next segment of the day. Fade to ½ day and then to whole day planning.
• Have student complete a self monitoring sheet to assist with recognizing positive behaviors and how to continue them.
• Consider the student’s level of fatigue and adjust the schedule accordingly.
• Determine the best time of day for the student and work to maximize the schedule around the time of day that works best.