By Robert Balthazaar
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Extra resources for Active Dreaming: The Key to Power
Speech and language evaluation and monitoring were recommended to address lingering language issues. L. Stavinoha case management, teacher consultation, and oversight to ensure that Judy did not reach excessive frustration or fatigue during her lengthy transition back to school and recovery from brain injury. Fortunately for Judy, the school psychologist seemed well aware of the balance that needed to be struck between having Judy participate in normal, everyday school activities while at the same time protecting her from feeling overwhelmed and incompetent.
Several additional recommendations proved helpful and are presented in three categories: school placement, behavior, and adjunctive support. School Placement It was strongly encouraged that Cody receive special education services under the traumatic brain injury (TBI) categorization. The general rule for children recovering from TBI is to provide maximum services initially and to taper off as 3 Grand Larceny in the First Grade: Traumatic Brain Injury in the School-Aged Years 29 necessary. ’’ For Cody, a one-to-one aide would be reasonable, unless she demonstrates that she can work with a degree of independence and refrain from distracting others or engaging in negative interactions with children in the classroom.
Cody was ultimately stabilized and eventually extubated. A compounding injury during the crash was an extensive skull fracture of the facial bones, with the force of impact centering just above her right eye. Even though the long healing process was just beginning, there was already some mention that Cody might lose vision in the right eye. Cody’s mother recalls that when she first heard these details, she did not care about broken bones or the possible vision loss, only that her daughter awaken from her coma.