Date of Award

Winter 2-13-2014

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Carol Wade

Abstract

Young adults are one of the highest risk groups for sustaining a Traumatic Brain Injury (TBI) (Hux, et al., 2009). Hence, some of the most frequent survivors are of school age. Upon reentry into education, survivors of TBI often display a gamut of challenges that interfere with academic performance with deficits in cognitive processes, such as executive functioning, memory, attention and concentration. Survivors may also experience social, emotional, or physical limitations that interfere with academic performance. Thus, "the magnitude and persistence of challenges faced by survivors of severe TBI necessitates establishing supportive environments and appropriate accommodations to support academic endeavors" (Hux et al., 2009, pg. 13). However, because of the variability and complexity of deficits survivors of severe TBI present, it is challenging to investigate the appropriate supports and accommodations for those reentering school (Hux et al., 2009). In fact, research on supports and accommodations used in the classroom for students with TBIs has been minimal, and mostly quantitative. Experts in the field, such as Ylvisaker, Todis and Glang have expressed the need for qualitative research "to explore the interaction of multiple factors affecting recovery and school integration experiences of students with TBI" (Hux, et al., 2009, pg. 14). This thesis provides such research in the form of a case study about a survivor of a TBI, Victoria, which is a pseudonym to protect the identity of the participant. This case study investigates the effects of a TBI on Victoria’s ability to learn and describes her experiences upon reentering education.

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