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Objectives: To track educational interventions received by children with traumatic brain injury (TBI),examine factors associated with placement in special education, and explore the concordance ofplacement with children’s needs. Methods: Interventions were monitored in 42 children with severe TBI,42 with moderate TBI, and 50 with orthopedic injuries only (ORTHO group). A baseline assessment wascompleted soon after injury. Follow-up assessments were conducted 6 and 12 months after the baselineand at an extended follow-up about 4 years postinjury.Results: Rates of special education were higherin the severe TBI group than in the ORTHO. Predictors of special education included TBI severity,socioeconomic status, and measures of pre- and postinjury child status. Several children with TBI withresidual deficits who were in regular education prior to injury did not receive special education at theextended follow-up.Conclusion: Although special education is frequently provided for several yearsafter severe TBI, existing programs are of limited scope.
Taylor et al. (Wed,) studied this question.