Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps among Educators.

Each year approximately 700,000 U.S. children aged 0–19 years sustain a traumatic brain injury (TBI) placing them at risk for academic, cognitive, and behavioural challenges. Although TBI has been a special education disability category for 25 years, prevalence studies show that of the 145,000 students each year who sustain long-term injury from TBI, less than 18% are identified for special education services. With few students with TBI identified for special education, TBI is mistakenly viewed as a low-incidence disability, and is covered minimally in educator preparation. We surveyed educators and found that they lacked knowledge, applied skills, and self-efficacy in working with students with TBI. While those with special education credentials and/or additional training scored significantly higher than general educators, all demonstrated inadequate skills in working with students with TBI. This finding suggests that teachers, especially those in general education, have misconceptions and knowledge gaps about TBI and its effects on students. Misconceptions have led to the misidentification and underidentification of students with TBI, leaving this group of students with disabilities potentially underserved. To meet the academic and behavioural needs of students with TBI, all educators need effective training in working with students with TBI. ISSN 1918-5227 Pages 118 This project was supported by the U.S. Department of Education, National Institute on Disability and Rehabilitation Research, Grant Number H133B090010-13. Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Other Teacher Education and Professional Development Commons Recommended Citation Ettel, PhD, NCSP, D., Glang, A. E., Todis, B., & Davies, S. C. (2016) Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators. Exceptionality Education International, 26, 1-18. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss1/1 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators Cover Page Footnote This project was supported by the U.S. Department of Education, National Institute on Disability and Rehabilitation Research, Grant Number H133B090010-13. This article open access after 1 year is available in Exceptionality Education International: https://ir.lib.uwo.ca/eei/ vol26/iss1/1 Exceptionality Education International 2016, Vol. 26, No. 1, pp. 1–18 ISSN 1918-5227 1 Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators Deborah Ettel Eugene School District 4J Ann E. Glang, Bonnie Todis University of Oregon Susan C. Davies University of Dayton