Special Populations Flashcards
(34 cards)
leading cause of death and acquired disability in children/adolescents in the US
TBI
age groups at highest risk: 0-4 (falls and abuse/ shaken baby syndrome), 15-19 (struck by something, falls, motor vehicles)
T/F: prognosis for functional recovery of previously learned skills is worse the younger the child is when brain injury is acquired, but prognosis for acquiring new skills is better the younger the child is
FALSE: prognosis for functional recovery of previously learned skills is better the younger the child is, but prognosis of acquiring new skills is worse the younger the child is at time of injury
peak maturation mileposts of ages 3-5
overall rapid brain growth
developing ability to form images, use words, place things in serial order
developing tactics for problem solving
peak maturation mileposts of ages 8-10
sensory and motor systems mature
frontal executive system quickly develops
perform simple operational functions (mathematical reasoning)
most devastating time for brain injury to occur
0-5 years, during which most brain maturation occurs
peak maturation mileposts ages 14-15
visuospatial, visuo-auditory, somatic systems mature
able to review formal operations, find flaws, and create new ones
peak maturation mileposts ages 17-19
maturation of frontal executive functions
ability to form hypothesis
AHT/SBS
abusive head trauma (AHT)/ shaken baby syndrome (SBS)
most common 0-5 years old, more common in boys
most lead to long-term disability
AHT/SBS diagnostic indicators (3)
subdural hemorrhage or hematoma
cerebral edema
retinal hemorrhage (bleeding in eyes)
second impact syndrome (SIS)
child sustains initial concussion and then sustains second head injury before symptoms have fully resolved
can be fatal or result in severe disability
may occur due to diffuse cerebral swelling or secondary to subdural hematoma
T/F: assessment of the student’s present level of academic and functional performance following a head injury (like concussion) is a requirement under IDEA
TRUE:
steps for accessing special education and support services through IDEA:
- hospital/ rehab staff must immediately inform school they are caring for the student
-family and/or attending physician should request that the school begin evaluation process, and release medical records to school
-school-based educators can visit the student in the health care facility
-assessment of the student’s present academic/functional performance to determine if child meets criteria for special education that leads to an IEP (Individual Education Plan)
Section 504 of the Rehabilitation Act of 1973
requires schools receiving federal funding to provide reasonable accommodations to allow individual with disability to participate
can range from basic classroom interventions to formal plan
from preschool through post-secondary education and employment
“disability” = physical or mental impairment that substantially limits activities
what are some “reasonable accommodations” that may be provided under Section 504 of the Rehab Act of 1973?
preferential seating, extended time, tests in quiet settings, rest breaks built into schedule, shortened assignments, books on CD or use of text to speech software
IDEA
Individuals with Disabilities Education Act (IDEA) - federal education mandate to provide public education through special education and support services to children with eligible disabilities
“special education” = specialized academic instruction (SAI), services delivered at no cost to meet needs
IEP (individualized education plan) begins with assessment process
what are some support and related services recommended by IEP under IDEA?
adapted technology, speech language pathology and audiology, psychological services, OT/PT, parent counseling and training, medical services
504 Plan vs IEP
504 Plan - can establish eligibility before IEP is established, can be used in place while more intensive IEP is established, can be used student does not meet IEP eligibility after assessment
IEP - contract between student’s family and school system, describes what services and support student will get, identifies skills/strategies/behaviors the student needs to learn to function at school
how often should IEP goals be reviewed
required to be reviewed annually (12 months), but should be more often (2-4 months)
T/F: IDEA does not apply to charter schools because they are not considered public schools
FALSE: charter schools ARE considered public schools so IDEA applies
Individual Health Care Plan (IHCP) in schools
allows schools to address medical needs of students with disabilities through school nurse collaboration with the student’s physician
Guides medical concerns and emergencies
Individual Transition Plan (ITP)
for when students turn 16
IEP team addresses post-secondary education, vocational training, employment, adult services, living arrangements, community participation
T/F: IDEA provides funding for special education in college
FALSE: IDEA does not apply to college
individuals with brain injuries can receive services under Section 504 of Rehab Act
types of accommodation determined by individual institutions
high school responsible for helping student choose appropriate post-secondary settings
unpaid individual who provides care services to those who cannot adequately care for themselves
caregiver
name an example of care burden stressors that begins in acute phase of injury, rehab phase, and post discharge phase
acute phase - taking on responsibilities formerly managed by the injured person
rehab phase - lack of familiarity with rehab protocol and language, how to measure progress, uncertainty of role
post discharge phase - social isolation, depression, anxiety
Family Systems Theory (FST) vs Family Centered Service (FCS) theoretical frameworks for caregivers and relieving burden
Family Systems Theory (FST) - whole is greater than sum, families have shared beliefs and way of communicating that affects the way they understand rehab goals/outcomes, assumes families have strength and capacity to solve problems
Family Centered Service (FCS) - about mutual respect/ information sharing collaboration, emphasizes that the survivor and family and provider are partners in health care, healthcare should be comprehensive and tailored
