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Article
Traumatic Brain Injury and the Transition to Postsecondary Education: Recommendations for Student Success
School Psychology Forum
  • Susan C. Davies, University of Dayton
  • Daniel J. Trunk, University of Dayton
  • Michaela M. Kramer, University of Dayton
Document Type
Article
Publication Date
10-1-2014
Abstract

For many students with traumatic brain injuries (TBIs), postsecondary education presents a new set of cognitive, academic, social, and emotional challenges. Students with TBI warranted services and accommodations through an Individualized Education Program or 504 plan may find supports and services not readily accessible at the postsecondary level. It can also be difficult for students with TBIs to self-advocate and seek appropriate services. Some students with less severe TBIs may have been relatively successful in high school without formal support plans, but experience learning or behavioral problems related to their TBIs once they begin college. Clearly, transition plans are crucial for the success of students with TBIs as they graduate from high school. This article reviews the effects of TBIs on students’ functioning and describes how school psychologists can work with students, families, and educational institutions to facilitate a smooth transition to postsecondary education.

Inclusive pages
168—181
Publisher
National Association of School Psychologists
Peer Reviewed
Yes
Citation Information
Susan C. Davies, Daniel J. Trunk and Michaela M. Kramer. "Traumatic Brain Injury and the Transition to Postsecondary Education: Recommendations for Student Success" School Psychology Forum Vol. 8 Iss. 3 (2014)
Available at: http://works.bepress.com/susan_davies/58/