Acquired Brain Injury / Traumatic Brain Injury

Brain injuries are considered either medical or clinical diagnosis.  Students requesting academic adjustments on the basis of this disability must provide documentation (in most cases within two/three years) from a professional who has undergone extensive training in head injury and have applicable experience in the assessment of brain injury in adults.  Such professionals may include neuropsychologists, clinical or educational psychologists, neurologists, psychiatrists.  Documentation for students requesting academic adjustment must include but is not limited to:

  • Evidence of Exiting Impairment
  • Background Information
  • A clear statement of the head injury and the probale site of lession
  • Documentation for eligibility must reflect the current impact the brain injury has on the student's functioning.
  • A neuropsychological evaluation containing assessments of intellectual, conceptual and cognitive competence; academic skills, personality status; motor facility of all extremities, sensory, perceptual and processing efficiency; visual, auditory and tactile facility; speech, language and communication ability, and evaluation of memory and attention.
  • Evaluation techniques, selected and utilized must be at t he discretion of the evaluator. Measures, such as the following, will be expected to appear in the selected battery:
    • Bender-Gestalt
    • Halstead Reitain Battery (or selected parts)
    • Parts of the Illinois Test of Psycholinguistic Ability (ITPA) (or other psycholinguistics tests)
    • Detroit Tests of Learning Aptitude -4 (DTLA -4) or Detroit Tests of Learning Aptitude - Adult (DTLA-A)
    • Luria Nebraska Battery
    • Peabody Individual Achievement Test (PIAT) Or other adult individual achievement tests
    • Woodcock Reading Mastery Tests-Revised
    • Woodcock Johnson Psycho Educational Battery
    • Spache Written Language Assessment
  • An interview including a description of the president problem(s); developmental, medical, psychological and employment histories; family history (including primary language of the home and the student's current level of English fluency); and a discussion of dual diagnosis where indicated:
    • An integrated summary which:
    • Indictes the substantial limitations to major life activities posed by the specified brain injury,
    • Describes the extent to which these limitations impact the academic context for which adjustments are being requested,
    • Suggests how the specific effects of the brain injury may be accommodated, and recommends adjustments.




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