Page 117 - Knighted_2018

performances. Rather than push students quickly through classes and require them to make
up missed assignments, students should be allowed additional time to relearn concepts and
regain skills (Bowen 2008). Tailoring the classroom environment to each child with
traumatic brain injury’s needs will optimize their success in the classroom. Assistive
technology has shown to be extremely beneficial to students with disabilities. Allowing
students with traumatic brain injury to use calculators, word processors, electric wheel
chairs, computers, and much more allows them to improve their altered academic skills.
Through individualized instruction, assistive technology, and integration with their peers, a
student with traumatic brain injury has the opportunity to strengthen both their social interactions
and academic success.
Conclusion

Traumatic brain injuries among young children are more detrimental because their brains
are still developing. The effects of traumatic brain injury can cause physical, emotional, and
mental strains on a student, making it extremely hard to concentrate in school. Traumatic brain
injury in children has been proven to affect their social interactions and overall performance in
school negatively; however, these effects in their development are not always permanent.
Through various strategies, assessments, and interventions children with traumatic brain injury
are able to build their social development and academic skills in the classroom. As educators, it
is our responsibility to implement these reintegration strategies in our classrooms. Children with
traumatic brain injuries deserve the same quality of education that general education students
receive.

112