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A Multiple Perspective Approach to Improving Initial Appointments for Students with Brain Injuries. . Presenters. Amy Bowe, M.S., Disability Specialist Gracie Hyland, M.Ed., Disability Specialist Heather Kaasa , M.S., C.R.C, Disability Specialist. Agenda. Hour 1: -Development of checklist

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  1. A Multiple Perspective Approach to Improving Initial Appointments for Students with Brain Injuries.

  2. Presenters • Amy Bowe, M.S., Disability Specialist • Gracie Hyland, M.Ed., Disability Specialist • Heather Kaasa, M.S., C.R.C, Disability Specialist

  3. Agenda Hour 1: -Development of checklist Hour 2: -How to use checklist -Case studies

  4. Objectives • Participants will be provided with three guidelines to assist in their own development of an intake process informed by Disability Studies • Participants will learn how to implement the checklist by engaging in Case-studies that will illustrate the student’s experience approaching the accommodation process.

  5. Objectives (continued) • Participants will come away with one idea on how to influence their own intake process to move towards a Disability Studies framework. • Participants will identify one resource for campus/community collaboration.

  6. Purpose of Project Create a comprehensive intake protocol tailored to the unique needs of students with brain injuries.

  7. What are some challenges you have experienced when working with students with brain injuries?

  8. Why Students with Brain Injury?

  9. Issues Identified by Disability Specialists-Summer 2012 • Neuropsychological evaluations • Difficulty answering open ended general questions • Trouble expressing how brain injury impacts academics • Memory as the primary issue • Visual impacts • Print Access

  10. Disability Services Statistics • 2007-2012—42% increase in intakes for students with brain injury • 2012-2013—69 students registered with brain injury as primary disability

  11. National Statistics National TBI Estimates1 • Every year, at least 1.7 million TBIs occur either as an isolated injury or along with other injuries. • About 75% of TBIs that occur each year are concussions or other forms of mild TBI. Strokes2 • Every year, more than 795,000 people in the United States have a stroke. About 610,000 of these are first or new strokes. One in four are recurrent strokes. • Centers for Disease Control, 2010 • American Heart Association, cited at CDC, 2012

  12. Checklist Framework • Disability Studies • AHEAD Guidelines

  13. Disability Studies Three basic principles, directly provided by the Society for Disability Studies, built the framework of the interactions: • Interdisciplinary/multidisciplinary • De-stigmatize disease, illness, and impairments • Actively encourage participation • Evolving

  14. AHEAD Guidelines on Documentation Practice:Supporting Accommodation Requests, April 2012 • Primary Documentation: Student’s Self-report • Secondary Documentation: Observation and Interaction • Tertiary documentation: Information From External or Third Parties

  15. Development of Checklist • Literature review • Initial Checklist • On-campus and community resources • Student feedback

  16. Literature Review • Review of other checklists • Linguistics • Returning to school after brain injury • Symptom management

  17. Those who helped inform the process

  18. Identify an on-campus or community resource with whom you can collaborate.

  19. Student Validation

  20. Student Feedback 1.  What did you like about this checklist? 2. How could this checklist be improved to help meet your needs? 3. What was confusing to you on the form? 4.  What could we add to the form? 5. Do think this checklist would have been helpful during your first meeting with our office?  If so, In what ways?

  21. Next Evolution • Final draft of checklist completed • Brain Injury Team formed • Evolving process

  22. Video

  23. When to use the checklist • Intake/initial appointment • Intended as a tool to target specific complexities of brain injury to help determine accommodations • Check-ins • To track progress and changes in symptoms • Every semester or every year

  24. Overview of Checklist

  25. Case Study

  26. Case Study Questions: • What are the physical, cognitive and emotional impacts identified by the student? • What would be some possible accommodations to consider? • What would be some possible on and off campus resources to suggest to student?

  27. How to Contact Us Amy Bowe, M.S., Disability Specialist anbowe@umn.edu Gracie Hyland, M.Ed., Disability Specialist mghyland@umn.edu Heather Kaasa, M.S., C.R.C, Disability Specialist kaasa@umn.edu

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