Abstract
ABSTRACTResearch into the cognitive and behavioural sequelae of traumatic brain injury in children has frequently noted difficulties encountered by these children when they begin school or re-enter the education system following injury. However, these difficulties have seldom been linked to underlying specific cognitive deficits as traditional educational assessment is not sufficient to determine the pattern of cognitive strengths and weaknesses exhibited by these children. The return of the brain injured child into the classroom requires planning and monitoring as well as liaison between parents, teachers, hospital personnel, therapists, and psychologists. This paper briefly reviews the literature regarding academic performance in children following traumatic brain injury and outlines elements of an effective reintegration program. Possible reintegration problems are discussed.
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