Neuromotor IEP

[Name of the Institute]

Neuromotor IEP

Introduction

Traumatic Brain injury takes place when external forces cause the dysfunction of brain. These injuries usually result from the jolt to the head or a violent blow to the body. TBI cannot be applied to the injuries of brain which are degenerative or congenital and to brain injuries that were induced by birth trauma. TBI symptoms are relied on the kinds and its severity that affected the patient. Usually unconsciousness and non attentive behavior tends to reflect TBI but it requires the history or background of injury. John is a 28 year olds Black American male, who experienced TBI “Traumatic Brain Injury” by the result of car accident at the age of 17. Over the following years of his accident, he finished his high school and earned both degree of associate and bachelor. In the state of coma, he was kept in more intensive care unit at a Major urban Medical Center. Later on, he was shifted to rehabilitative hospital where gained variety of therapies for both spinal cord and brain injuries. The injury of brain was permanent; however, the injury in spinal cord can be healed to the phase where his physical boundaries were minimal, mainly limitations on lifting. In this paper, we will discuss and analyze the sufferings with the educational system after stopping the hospitalized program of rehabilitation.

Discussion

Design and Evaluate Two Appropriate Individualized Education Goals to Meet the Needs of the Student

Usually schools do not focus on handling students with such disabilities and there is no or even limited understanding of Traumatic Brain Injury. However, those schools that offers special services to such students often falls in TBI through several gaps. As per the study by Bullock and Mohr, most of the educators first studied about TBI, when they come to know that they are about to receive a student with TBI in their class environment.

The first educational goal for meeting the needs of John with TBI is to prepare the students peers. However, John's classmates visited him in the hospital while his recovery, the group of peers that greatly supported him belongs to the group at his church. Seeing the fragile condition of John, other classmate reminded their own vulnerabilities that raise their personal anxieties (D'Amato & Rothlisberg, 1996). But after John returns to his high school, those peers were completely changed. They started teasing him, distracting him and showing comparison of the new John with the previous John. He started feeling that he has returned to the same reluctant school and gained the status of Disable. According to Clark, meetings should be arranged in the class for providing information to peers about the condition of student and to make them aware about their return's condition. Clark felt that this might decrease the odds of the students having TBI problem.

The first educational goal for meeting the needs of John with TBI is to structure a proper environment. In many examples, John's post injury classroom environments were not successful in terms of ...