TY - JOUR
T1 - Return to learn
T2 - Transitioning to school and through ascending levels of academic support for students following a concussion
AU - McAvoy, Karen
AU - Eagan-Johnson, Brenda
AU - Halstead, Mark
N1 - Publisher Copyright:
© 2018 - IOS Press and the authors. All rights reserved.
PY - 2018
Y1 - 2018
N2 - PURPOSE: The purpose of this article is to familiarize healthcare providers and parents with educational language, laws, and processes as they relate to a comprehensive ascending level of academic supports as it pertains to promoting a smooth and supported transition to school following a concussion. BACKGROUND: Returning to learn (RTL) following a concussion is of parallel importance to returning to sport (RTS). A successful RTL is a critical part of concussion management. Many RTL articles advise healthcare providers and parents to request formalized educational supports, also known as Tier 2 or Tier 3 services, for children with concussion as they return to school. FINDINGS: Premature requests for formal (Tier 2 or 3) educational services, rather than allowing for immediate informal educational supports (known as Tier 1), can actually delay academic supports and have the potential to cause adversarial relationships between parents and schools. Additionally, this practice contradicts current research demonstrating the need for fast, flexible, temporary academic supports within the first month post-injury. CONCLUSION: Allowing school districts to direct the application of existing ascending levels of educational support for students with concussion as they return to school can promote robust and positive outcomes.
AB - PURPOSE: The purpose of this article is to familiarize healthcare providers and parents with educational language, laws, and processes as they relate to a comprehensive ascending level of academic supports as it pertains to promoting a smooth and supported transition to school following a concussion. BACKGROUND: Returning to learn (RTL) following a concussion is of parallel importance to returning to sport (RTS). A successful RTL is a critical part of concussion management. Many RTL articles advise healthcare providers and parents to request formalized educational supports, also known as Tier 2 or Tier 3 services, for children with concussion as they return to school. FINDINGS: Premature requests for formal (Tier 2 or 3) educational services, rather than allowing for immediate informal educational supports (known as Tier 1), can actually delay academic supports and have the potential to cause adversarial relationships between parents and schools. Additionally, this practice contradicts current research demonstrating the need for fast, flexible, temporary academic supports within the first month post-injury. CONCLUSION: Allowing school districts to direct the application of existing ascending levels of educational support for students with concussion as they return to school can promote robust and positive outcomes.
KW - 504 plan
KW - Concussion
KW - Individualized Education Plan (IEP)
KW - Individualized Health Plan (IHP)
KW - Individuals with Disabilities Education Act (IDEA)
KW - Traumatic Brain Injury (TBI)
KW - return to learn (RTL)
KW - return to play (RTP)
KW - return to sport (RTS)
UR - http://www.scopus.com/inward/record.url?scp=85048401494&partnerID=8YFLogxK
U2 - 10.3233/NRE-172381
DO - 10.3233/NRE-172381
M3 - Article
C2 - 29660962
AN - SCOPUS:85048401494
SN - 1053-8135
VL - 42
SP - 325
EP - 330
JO - NeuroRehabilitation
JF - NeuroRehabilitation
IS - 3
ER -