Tbi poster

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1. For educators,educator,and students with TBI, TBI a student with TBI, is like one wordDevastating. Pieper student has always gottenby stating thosepoint B by taking a direct route. Now the brain needs to find an additional route to get toat losing the child that is very difficult, and frustrating. This website will to alleviate this parents, and Some of withways to alleviate frustrationand information. Elsa Arroyos-Jurado, Jane strategies, to dealEhly and Jeffery Max stated it best that, with the design of an do educators need towith practical research-based they also strategies, thatAs an parents, understanding the brain of can be translated into just understanding a road map. The in 2001 best described it from point A to experiencing traumatic brain injury (TBI) is that they often express frustration and pain the same place, and they knew. (p 5). The purpose of this project is to try assist teachers, frustration. persons the TBI, by giving them tools are to acquire information, knowledge, and Paulsen, Stewart with issues. This project does just as an educator Not only interactive website, draw on students strengths, learning need to come demonstrate and model effective toolslearning strategies. (2001,p.137). This project is based on this statement. Each of the strategies that are used and will be used are novel approaches for each individual person. This projects goal is to assist the student, parent and teacher to be successful in educating themselves and others and to assist all persons who suffer from TBI. up with novel approaches to teaching for working with students with TBI.Results Website!ConclusionsAs an educator, understanding the brain of a student with TBI, islike understanding a road map. The student has always gottenfrom point A to point B by taking a direct route. Now the brainneeds to find an additional route to get to the same place, andthat is very difficult, and frustrating. This website will assistteachers, parents, and persons with TBI, by giving them tools andinformation.Greaphic OrganizersElsa Arroyos-Jurado, Jane Paulsen, Stewart Ehly and JefferyMax stated it best as an educator Not only do educators need todraw on students strengths, they also need to come up withnovel approaches to teaching learning strategies. (2001,p.137).This project is based on this statement. Each of the strategiesthat are used and will be used are novel approaches for eachindividual person. This projects goal is to assist the student, Manipulativesparent and teacher to be successful in educating themselves andRatiosothers and to assist all persons who suffer from TBI.Literature citedAlferink, L. A., & Farmer-Dougan, V. (2010). Brain-(not) Based Education: Dangers of Misunderstanding and Misapplication of Neuroscience Research. Exceptionality, 18(1), 42-52. doi:10.1080/09362830903462573Anderson, R. C. (1991). The notion of schemata and the educational enterprise: General discussion ofthe conference. In Anderson, Richard C., R. J., Spiro & W. E. Montague (eds). (1984).Schooling and theacquisition of knowledge. Hillsdale, NJ: Lawrencerlbaum Craik, F.I.M., and R.S. Lockhart. 1972. Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior 11:67184.Arroyos-Jurado, E, Paulsen, J., Ehly, S. Max, J. Traumatic Brain Injury in children and Adolescents: Acedemic and Intellectural outcome following Injury, (2006), EXCEPTIONALITY, 14(3), 125-140Arroyo, I., Royer, J. M., & Woolf, B. P. (2011). Using an Intelligent Tutor and Math Fluency Training to Improve Math Performance. International Journal Of Artificial Intelligence In Education, 21(1-2), 135-152.CDC, 2000, 1-36Fabry, D. L. (2010). Combining Research-based Effective Teacher Characteristics with Effective Instructional Strategies to Influence Pedagogy. Journal Of Research In Innovative Teaching, 3(1), 24-32.Family caregiver alliance, California Department of Mental Health, 2004, 1-4Hibbard,M.,Gordan,W., Martin, T., Raskin,B., Brown,M.(2001). Students with Traumatic Brain Injury:Identification, assessment and classroom accommodations (1-17)Julie Louise Gerberding, M.D,Report to Congress on Mild Traumatic Brain Injury in the United States: Steps to Prevent a serious Public Health Problem (2003) 1-44Krach, L. E., Gormley Jr., M. E., & Ward, M. (2009). Chapter 10: Traumatic Brain Injury. In Pediatric Rehabilitation: Principles & Practice (pp. 231-260). Demos Medical Publishing, LLC.Langlois, Jean, Traumatic Bran Injury in the United States: Assessing Outcomes in Children, Montague, M., Enders, C., & Dietz, S. (2011). Effects of Cognitive Strategy Instruction on Math Problem Solving of MiddleSchool Students With Learning Disabilities. Learning Disability Quarterly, 34(4), 262-272. doi:10.1177/0731948711421762Lifshitz, H., Shtein, S., Weiss, I., & Svisrsky, N. (2011). Explicit memory among individuals with mild and moderate intellectual disability: educational implications. European Journal Of Special NeedsEducation, 26(1), 113-124. doi:10.1080/08856257.2011.543536Louie, J., Brodesky, A., Brett, J., Yang, L., Tan, Y., & Regional Educational Laboratory Northeast & Islands, (. (2008). Math Education Practices for Students with Disabilities and Other Struggling Learners: CaseStudies of Six Schools in Two Northeast and Islands Region States. Issues & Answers. REL 2008-No. 053. Regional Educational Laboratory Northeast & Islands,Montague, M., Applegate, B., & Marquard. K. (1993). Cognitivestrategy instruction and mathematical problem-solving performance of students with leaming disabilities. Learning Disabilities Research and Practice,29. 251-261.Nonfatal traumatic brain injuries related to sports and recreation activities among persons aged

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