Identification, classification, and placement issues for students with traumatic brain injuries

This article presents the key issues and concerns that education and rehabilitation professionals must deal with in the proper identification, classification, and placement of students with traumatic brain injuries CTBD into school systems. Students with TBIs are often misidentified by educational systems, and the medical classifications of mild, moderate, and severe brain injury may not be reliable indicators of schoolrelated problems. In addition, the public laws governing special education services fail to clarify the similarities and differences between academic instruction and rehabilitative therapies. The lack of crossdisciplinary planning between the medical and educational models creates a host of problems for students in transition from one system to another