Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Issues and Insights in Determining Special Education Eligibility for Traumatic Brain Injury

Susan C. Davies, Ed.D., NCSP, Melissa A. McCart, Ed.D., Rollen C. Fowler, Ph.D., Sara Timms, Ed.S., Brenda L. Eagan-Johnson, Ed.D., Jennifer P. Lundine, PhD, CCC-SLP
  • Susan C. Davies, Ed.D., NCSP (Author) University of Dayton image/svg+xml
    Susan C. Davies, Ed.D., NCSP is the chair of the Department of Counselor Education and Human Services at the University of Dayton. Dr. Davies is a professor of school psychology and serves as the director of the Brain Health Collective, which focuses on community partnerships and interdisciplinary research.
  • Melissa A. McCart, Ed.D. (Author) University of Oregon image/svg+xml
    Melissa A. McCart, Ed.D. is the director of the Center on Brain Injury Research and Training at the University of Oregon. Dr. McCart is a research associate professor whose research interests are focused on the development and implementation of effective training/intervention programs designed to help educators be successful in working with students with brain injuries. Her background includes a range of activities related to program evaluation, policy change, and professional development.
  • Rollen C. Fowler, Ph.D. (Author) Liberty University image/svg+xml
    Rollen C. Fowler, Ph.D., is a school psychologist, special education consultant, and a faculty member at Liberty University. Dr. Fowler received his doctorate from the University of Oregon’s nationally ranked special education program with specialization in behavior disorders and applied behavior analysis.
  • Sara Timms, Ed.S. (Author) Columbus City Schools
    Sara Timms, Ed.S., is a school psychologist for Columbus City Schools; Columbus, Ohio. Sara has worked in the public schools sector for 28 years and has coordinated the Columbus City Schools Traumatic Brain Injury Project and Ohio Return to Learn School Based Concussion Management Program for 19 years. As part of the Columbus City Schools TBI Project and RTL Program, she has presented on the topic of brain injury and concussion and trained thousands of educators about how schools and teachers can be better prepared to support these students.
  • Brenda L. Eagan-Johnson, Ed.D. (Author) BrainSTEPS Brain Injury Consulting Program
    Brenda L. Eagan-Johnson, Ed.D., CBIST-AP is the state director of the BrainSTEPS Brain Injury Consulting Program for Pennsylvania. Dr. Eagan-Johnson serves on the Board of Governors for the Academy of Certified Brain Injury Specialists under the Brain Injury Association of America and on the Board of Directors for the International Pediatric Brain Injury Society. Her research interests are focused on educational support and services for students after brain injury and health disparities.
  • Jennifer P. Lundine, PhD, CCC-SLP (Author) The Ohio State University image/svg+xml
    Jennifer P. Lundine, PhD, CCC-SLP, is an Associate Professor in the Department of Speech and Hearing Science at The Ohio State University and a researcher at Nationwide Children’s Hospital, where she formerly worked as an SLP on the pediatric rehabilitation unit. Her research focuses on improving gaps in access to and utilization of services to support children with acquired brain injury and identifying specific approaches to improve assessment and treatment practices for these children.
DOI
https://doi.org/10.64546/jaasep.569
Abstract
Despite the relatively high incidence rates of traumatic brain injuries (TBIs) in children and adolescents, few students qualify for special education services under the TBI category. Although many TBIs do not require specially designed instruction or related services, it is essential that students with substantive educational effects from TBI receive appropriate identification and educational programming. This article explains the school-based educational evaluation process and assessment considerations specifically for TBI. It summarizes obstacles to the referral and determination of eligibility for TBI, particularly the requirement for a medical statement for TBI eligibility in some states and districts. The use of a guided credible history interview is an alternative to a medical statement or health assessment statement, which has implications for training and practice, including educator preparation programs, professional development sessions, and policy development.
Keywords
Adolescents, Barriers, Children, Educational Legislation, Educational Policy, Eligibility
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How to Cite
Davies, S. C., McCart, M. A., Fowler, R. C., Timms, S., Eagan-Johnson, B. L., & Lundine, J. P. (2025). Issues and Insights in Determining Special Education Eligibility for Traumatic Brain Injury. Journal of the American Academy of Special Education Professionals, 20(1), 72-86. https://doi.org/10.64546/jaasep.569

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  • Article Type Articles
  • Submitted January 23, 2025
  • Published February 15, 2025
  • Issue Winter 2025
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