Educational Considerations in Traumatic Brain Injury The Role of the Speech-Language Pathologist Research Article
EDITOR'S AWARD
Research Article  |   April 01, 1993
Educational Considerations in Traumatic Brain Injury
 
Author Affiliations & Notes
  • Nancy K. Russell
    State University College at Buffalo, NY
  • Contact author: Nancy K. Russell, PhD, Department of Speech Language Pathology and Audiology, Ketchum Hall 217, 1300 Elmwood Avenue, Buffalo, NY 14222.
    Contact author: Nancy K. Russell, PhD, Department of Speech Language Pathology and Audiology, Ketchum Hall 217, 1300 Elmwood Avenue, Buffalo, NY 14222.×
Article Information
Attention, Memory & Executive Functions / Traumatic Brain Injury / Research Articles
Research Article   |   April 01, 1993
Educational Considerations in Traumatic Brain Injury
Language, Speech, and Hearing Services in Schools, April 1993, Vol. 24, 67-75. doi:10.1044/0161-1461.2402.67
History: Received February 26, 1992 , Accepted April 30, 1992
 
Language, Speech, and Hearing Services in Schools, April 1993, Vol. 24, 67-75. doi:10.1044/0161-1461.2402.67
History: Received February 26, 1992; Accepted April 30, 1992

The role of the speech-language pathologist in service provision to children and youth with traumatic brain injury in educational settings has become blurred with that of numerous disciplines. In view of recent federal legislation, PL 101-476 (IDEA), which designates a new educational disability category for brain injury, this article describes various concerns and assessment techniques that define the role of speech-language pathologists in service provision.

ACKNOWLEDGMENTS
Preparation of this article was partially supported by a personnel preparation grant from the U.S. Department of Education, Office of Special Education Programs and Rehabilitative Services (#HO29B90061). The author thanks three anonymous reviewers for their constructive comments.
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