Pediatrics/Adolescents | Pediatrics/Adolescents ResourcesThis section discusses ways to increase positive educational experiences for all persons with brain injury, both children and adults. You will find information about:
Educational Rights of Persons with Disabilities Early Childhood Education Options Who do I Call at the School? Individualized Education Plans (IEPS) and Transition Planning Hospital/Homebound Educational Services Support Groups for Parents of School-aged Children with Brain Injury Assistive Technology Options Services for Post-Secondary Education Students Navigating the Education System
Participating in a positive and enriching educational program is the right of all persons with disabilities. This section makes suggestions about who to contact and how to create an educational plan that can help you or your loved one obtain a good education and become as self-sufficient as possible.
Educational Rights of Persons with Disabilities
In Illinois, all local school districts are required to provide a free and appropriate public education for all students with disabilities from birth through 21 years of age.
Parents have the right and responsibility to participate in and approve of the Individual Education Plan (IEP) that is developed for each child with a recognized disability, which includes brain injury.
The Americans with Disabilities Act (ADA) prohibits the discriminatory assignment of disabled students to segregated classes or facilities by state and local governments. Section 504 of the Federal Rehabilitation Act of 1973 prohibits similar actions by any organization or program that receives federal funding. These laws apply to elementary and secondary as well as post-secondary schools. In elementary and secondary schools, students with disabilities may be assigned to separate facilities or courses of special education only when this placement is considered the least restrictive option and necessary to providing equal educational opportunity to them. Any separate facilities, and the services provided in separate facilities, must be comparable to other facilities and services.
Early Childhood Educational Options
Over the past several years, researchers have learned a great deal about how children develop over their first five years and how the actions of parents can foster or inhibit positive development. Early Childhood Special Education (ECSE) or mainstream pre-kindergarten programs can be very important for young children with brain injury. Some programs are geared towards children, while children and parents learn skills together in other programs. Head Start is a pre-school program for children from low-income families. The In-home Waiver is a funding source that can provide educational programming for your child in your home.
Whom do I contact at the School?
Notify the school principal and the district special education director that your child has sustained a brain injury as soon as possible.
A college or university student may call the main telephone number of his or her institution and ask for the office or person in charge of working with students with disabilities. Some larger institutions have an office Student Disability Services or Special Needs Office.
Services for Elementary, Junior, and High School Students
The Individuals with Disabilities Education Act (IDEA) includes traumatic brain injury in the list of disabilities under which students may qualify for special education services.
Individual Education Plans
An Individual Education Plan (IEP) describes what abilities a child has and what she or he needs to learn. An IEP should list the type of assistance your child may require in order to learn. An IEP is written specifically for the individual child.
If, after an assessment, your child qualifies for special education services, you can expect the school to provide a free and appropriate public education to meet the individual needs of your child. You can also expect that your child will receive certain related services for which they qualify, including alternative transportation, speech and language therapy, physical therapy, or assistive technology. As long as services are educationally based, you can expect them to be the financial responsibility of the school district.
An IEP should be written with the input of at least four people: a person from the school district who can make certain that the plan will be implemented; the student's mainstream teacher; a member of the evaluation team; and one or more parents or guardians. Transition-age students (14-21) are encouraged to attend their IEP meetings. At least one member of the evaluation team must be an education professional who is knowledgeable about brain injury and has brain injury training.
An IEP for children age 14 and older should include planning that deals with the transition from school to adult life. Transition planning should address a variety of needs which may include job training and placement, continuing education, income, housing, recreation and leisure activities, community access, insurance, guardianship, and medical care. The Office of Rehabilitation Services (ORS) can assist individuals with the transition to school or employment through support, training, and assessment.
A parent has every right to direct the development of his or her child's IEP. You are encouraged to work with the school district every step of the way. Don't forget to let the school know if you will need an interpreter and translated materials during a meeting with school officials.
Hospital/Homebound Educational Services
Hospital/homebound educational services are available through your local school district on a short-term and long-term basis. The child may need educational services at home upon release from the hospital or rehabilitation center, based on his or her medical conditions, mobility, and need for supervision.
College, Adult, and Community Education Services
A brain injury can have a profound effect on a person's post-secondary education experiences. Problems with memory, concentration, and fatigue can lead to difficulty with academics. Several effects of brain injury can lead to problems with socialization. A student with brain injury must make decisions about taking a full-time or part-time academic load and should work with school officials to create a learning environment that meets his or her needs.
Most universities and colleges have support staff who coordinate services and accommodations for persons with disabilities. Schools are required by law to provide any reasonable accommodation necessary for students with disabilities to have equal access to educational opportunities and services as those of non-disabled students. Examples
of available accommodations may include alternative testing, note taking, priority registration, or accessible housing. You will need to provide documentation of your disability in order to request reasonable accommodations. For more information about services at your university or college, call the main number of your institution and ask
for the office or person in charge of working with students with disabilities.
The Office of Rehabilitation Services can assist individuals with the transition to school or employment though support, training, and assessment.
Parents of children with brain injury are encouraged to contact the school principal and the local special education director first. After your child has been evaluated, you may work with the POHI specialist assigned to your district.