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Journal on Developmental Disabilities
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| Volume 10, No. 1 | other issues |
Educating Educators About Acquired Brain Injury:
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Editors / Review Board / Authors this Issue Articles / Abstracts Auditory Discriminations and the ABLA Test Maltreatment and Life Stressors in Single Mothers Depression, Temperament, in Children with Asperger’s Syndrome Successful Aging of Women with Intellectual Disabilities Service for Children and Youth Aggression: Symptom of Mood Destabilization Integration in Social Activities Hearing Impairment in Adults with PDD Parental Stress and Adaptive Functioning Stimulus Modalities in Choice Presentations Prenatal Psychological Processes |
AbstractApproximately 27,000 children (Segalowitz & Brown, 1991) in the Ontario school system are challenged by acquired brain injury (ABI) but these students are not recognized by the Ontario educational system as a unique population. As a result, students with ABI, if they are identified at all as requiring assistance, are sometimes seen as developmentally delayed, as unmotivated or as having behavioural problems and therefore do not receive appropriate programming. A number of factors complicate the provision of quality educational programs. These factors include: the lack of a recognized category of exceptionality within the Ministry of Education for ABI, the need for better preparation of teacher candidates, and the lack of practising teachers with a thorough knowledge base of ABI. The "Educating Educators About Acquired Brain Injury" project is to assists educators by providing them with appropriate strategies and resources to more effectively and productively work with individuals with ABI. |
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copyright February, 2005. Ontario Association on Developmental
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