An international perspective on educators’ perceptions of children with Traumatic Brain Injury.
BACKGROUND: Educators lack understanding of traumatic brain injury (TBI), which can lead to a lack of appropriate assessment and intervention methods for these students. OBJECTIVE(S): This qualitative study explored what experienced teachers perceive, believe, and know about pediatric TBI. METHODS:...
| Publicado en: | NeuroRehabilitation Vol. 42; no. 3; pp. 299 - 310 |
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| Autores principales: | , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=129342463&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 129342463 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10538135 3RE jtl: NeuroRehabilitation issn: 10538135 maglogo: N pubinfo: dt: 2018 vid: 42 iid: 3 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 129342463 129342463 129342463 10.3233/NRE-172380 129342463 ppf: 299 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: An international perspective on educators’ perceptions of children with Traumatic Brain Injury. aug: au: Kahn, Laurie Gutmann Linden, Mark A. McKinlay, Audrey Gomez, Doug Glang, Ann DePompei Glang affil: Moravian College, Bethlehem, PA, USA sug: subj: Health Educators Faculty Attitudes Brain Injuries Diagnosis Human Qualitative Studies Protocols Knowledge Structured Interview Data Analysis Software ab: BACKGROUND: Educators lack understanding of traumatic brain injury (TBI), which can lead to a lack of appropriate assessment and intervention methods for these students. OBJECTIVE(S): This qualitative study explored what experienced teachers perceive, believe, and know about pediatric TBI. METHODS: Following development of a standardized interview protocol, 46 teachers from Australia, New Zealand, Northern Ireland, and the United States took part in semi-structured interviews. Topics included understanding of the effects of TBI on school performance, supporting a child with TBI in the classroom, and challenges and teaching efficacy in working with students with TBI. RESULTS: The themes we identified were: personal experience with TBI, lack of content knowledge, non-TBI-specific adaptations, collaboration with experts, need for specific training, confidence in working with students with TBI, and knowledge of students’ rights to service provision. Our findings show that although teachers had little knowledge of TBI, many felt they would be able to adequately support a child with appropriate input from specialists. CONCLUSION: Teachers fill their knowledge gaps about TBI with their own personal experiences and prior information about working with students with disabilities. These findings support important implications for changes in how we educate and support teachers. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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