Transition coordination for students with brain injury: A challenge schools can meet

When children with brain injury enter the education system, educators and health care professionals are challenged to design and provide school programs that will help youngsters achieve their greatest potential. To comply with state and national regulations for providing education to children with disabilities, school systems across the country have identified various paradigms that can result in effective service delivery for children with learning problems, regardless of the etiology. Those ''best practice'' guidelines are applicable and appropriate for youngsters who experience learning problems as a result of brain injuries. This article discusses several of the challenges that educators, health care providers, families, and students face and illustrates how these challenges can be met. Specific strategies suggested include building a strong ream, acquiring needed knowledge, and developing a philosophical orientation. Challenges addressed include team building, offering alternative options for services, preparing the student for transitions, adapting the curriculum to meet the student's needs, and developing a comprehensive educational plan.