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Back to School: Academic Functioning and Educational Needs among Youth with Acquired Brain Injury
W Michael Vanderlind1,2, Lauren A Demers1,2, Georgina Engelson3
1Department of Pediatrics, Oregon Health & Science University, Portland, OR 97239, USA.
Abstract:
Youth with a history of traumatic or non-traumatic acquired brain injury are at increased risk for long-lasting cognitive, emotional, behavioral, social, and physical sequelae post-injury. Such sequelae have great potential to negatively impact this population's academic functioning. Consistently, poorer academic achievement and elevated need for educational supports have been well-documented among youth with a history of acquired brain injury. The current paper reviews the literature on neuropsychological, psychiatric, and academic outcomes of pediatric acquired brain injury. A discussion of special education law as it applies to this patient population, ongoing limitations within the field, and a proposal of solutions are also included.
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