Only 10,356 students were coded under the category of traumatic brain injury. This raises many questions about the identification of students with brain injuries, the accuracy of coding and the appropriateness of services being provided, as well as the lack of special services for the many unidentified students with brain injuries within local schools. This special issue of Brain Injury Source presents current, innovative and pragmatic information and interventions for educating students with brain injuries. The authors are national leaders in research and clinical practice in rehabilitation and special education. We have concentrated on the behavioral, cognitive and communicative changes that can occur after brain injury, because they pose the most frequent and complex challenges for students, parents and educators.
Parents are integral members of the educational team.
Yet parents often find it very difficult to locate relevant written information on educating students with brain injuries. Thus, we encourage professionals to distribute this special issue to parents. Marilyn Lash has over 20 years of experience working with persons with disabilities and their families in medical, rehabilitation, educational and vocational settings. Consequently, her publications and training emphasize coping strategies for families and practical interventions by professionals and educators. She is also an Assistant Clinical Professor in the Department of Physical Medicine and Rehabilitation at Tufts University School of Medicine.