Factors that Influence School Reentry
Contents:
- Clear Communication
- Information Gathering
- Current Functioning
- Teamwork
- Planning
- Capacity Building
- Goals
- Initial Assessment
- Accommodations
- Continued Monitoring
Clear Communication
Designate a person from your school to communicate with the family and be a single point of contact. The single point of contact should get appropriate releases signed and begin to communicate directly with the hospital, rehabilitation facility and other outside agencies who have information about the student. This should happen as soon as possible to obtain the most recent information about the student’s strengths and needs.
At this time, contact your regional TBI Liaison, a designated Oregon TBI Team member, or a person at the school who has expertise in TBI, who can help to guide the school reentry process.
Information Gathering
Compile information on the student’s:
- Present physical condition.
- Motor skills.
- Physical limitations.
- Activity limitations.
- Therapy requirements.
- Required assistive devices.
- Self care abilities.
- Medications (and side effects).
- Communication ability.
- Behavioral concerns.
- Cognitive recovery pattern.
- Evaluation results.
Current Functioning
- Have the appropriate school personnel review information on the student's current functioning. For example, have the physical therapist review records relating to mobility and the speech pathologist review speech records, etc.
- Many physical therapists prefer to make a home visit prior to the student returning to school to evaluate the student’s mobility and physical needs at school.
Teamwork
If your school doesn’t already have one, designate several professionals to constitute a team who will help to guide the reentry process. Create the team based on the needs of the student. A team may include any or all of the following:
- A person knowledgeable about TBI,
- Parent,
- Student (if appropriate),
- Classroom teacher,
- Speech pathologist,
- School psychologist,
- Special education teacher,
- Principal or designee,
- Occupational therapist,
- Physical therapist,
- School nurse,
- Designee from the rehabilitation facility or hospital,
- Others.
Planning
Set up a planning meeting with the school team BEFORE the student returns to school. This is extremely important, especially if the student has challenges such as fatigue, toileting, transportation, mobility, changed behaviors, etc. It is vital that school staff be trained to meet the student’s needs and that adaptive equipment be in place (for toileting, feeding, etc.) before the student arrives at school. Meet as a team with the family and student (if appropriate) to review information and plan for the transition to school. If needed, set up a short term plan for providing education and informal evaluation while the student is at home, just prior to returning to school.
Capacity Building
Provide in-service training for school-based staff who have contact with the student and need to use special techniques or devices. Document this training in the student’s file.
Goals
Begin to plan for the student's short term and long term needs and goals.
Initial Assessment
Evaluate the student to determine what levels of academic, social or life-skills supports are currently needed. Determine if the student is eligible for support under IDEA or a 504 plan.
Accommodations
Determine if the student will need an altered schedule e.g., homebound, or return to school on a shortened schedule to assist with fatigue issues, or becoming overwhelmed with multiple sources of information, noise etc.
Continued Monitoring
Plan for a series of meetings during the first year to meet the changing skills and needs of the student.
