Abstract
Purpose The purpose of this article was to present an overview of pediatric traumatic brain injuries (TBIs), the school system process and how TBI can be approached within the system, and the ways that the school-based speech-language pathologist can support the child with TBI as part of a collaborative team. Recommendations Identification processes, assessment, intervention, and overall support of children with TBI in the schools were presented. Examples of criteria for qualification in special education, tests that can be utilized, and specific intervention goals and techniques were discussed. Focus on the factors that differentiate this population and make them difficult to identify was reviewed.
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