Concussion's impact on learning: The need for return-to-learn protocols for hospital and school collaboration

<p>Over half million children with traumatic brain injuries (TBI) pass through United States emergency departments each year. While there is Return-to-Play legislation in all 50 states, in response to sports-related concussion, there are very few Return-to-Learn protocols in place in the nation’s public schools. Concussion is a mild form of TBI; the vast spectrum of TBI makes it a complex disability, which may involve intensive physical rehabilitation and cognitive therapy. The primary purpose of this qualitative case study was to examine the collaboration between educational and medical providers at one high school in Michigan to illuminate the process of school reintegration for students with concussion. The analysis was organized around Duffy’s nested theories of action to understand the communication strategies, decision-making processes, and culture influence on the collaboration between the hospital and school. Data were collected through cognitive interviewing methodology with medical providers, educational personnel, and a TBI teacher consultant from a district agency. Findings reveal there is one directional communication from the medical professionals to the educators via the student, and educators defer to the doctors on how to accommodate the student, implementing recommended environmental accommodations without an educational lens for needed academic supports. Additionally, confused terminology does not provide educators a clear understanding of concussion as a mild traumatic brain injury, the unique healing process, and a new way of learning for each student post injury. This study illustrates the need for a new model of “short-term disability” to activate educational accommodations within the framework of multi-tiered systems of support, shifting the perspective of educational leaders and the current mindset of concussion.</p>

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Open Access Dissertation

Discipline thesis:degree_discipline

Leadership and Counseling

Year dc:date.available

2019

Author dc:creator

• Crylen, Anne E.

Contributors dc:contributor

• Ronald Williamson, EdD
• Jaclynn C. Tracy, PhD
• Theresa Saunders, EdD

• accommodations
• concussion
• Return-to-Learn
• school reintegration
• traumatic brain injury
• Disability and Equity in Education
• Educational Leadership
• Special Education and Teaching

Repository record dc:identifier

https://commons.emich.edu/theses/1005

OAI identifier oai:identifier

oai:commons.emich.edu:theses-2372