Support an effective process for return to early childhood education or school
Suggestion for implementing the strategy ‘Non-traumatic brain injury: Support a return to learning and activity’
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Appoint a liaison person and clarify role
Appoint a liaison person and clarify role
Appointing a dedicated liaison person who knows all the people involved is immensely helpful for whānau, the child or young person, and professionals.
Defining responsibilities helps keep everyone on the same page.
- Coordinate regular communication between home and school or early childhood setting (communication book, social media, texting, email).
- Develop and manage the Individual Education Plan (IEP) process to support planning the next steps.
- Document progress, for example, through an e-portfolio.
- Liaise with the rehabilitation team.
- Allocate a key contact for the child or young person and whānau when they need someone to talk to.
- Make staff aware of how to provide assistance and ensure safety.
- Coordinate scaling activities or workload up and down (sometimes children and young people will do fine for a while, and then need to reduce their activity).
- Oversee the individualising of supports.
- Coordinate medication management.
- Watch for new or recurring symptoms.
- Monitor the child or young person’s levels of anxiety and frustration.
Source: Brain 101: The concussion playbook (opens in a new tab/window)
Be guided by whānau
Be guided by whānau
Make no assumptions about what a child needs.
Whānau know their child best and how to motivate them in their rehabilitation.
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Demonstrate empathy
Demonstrate empathy
Remove barriers to collaboration with whānau by listening and showing empathy.
These actions will help build trust and support collaboration.
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Support clear shared goals
Support clear shared goals
Benefits of professionals and whānau taking a coordinated approach include:
- increased opportunities to work on rehabilitation goals across the contexts of both home and school
- all supporting adults are working towards the same goals and aligning advice.
- relieves parents, whānau and caregivers of the responsibility of having to be the translator and messenger between multiple people and agencies.
Recognise you are part of a big team
Recognise you are part of a big team
Having an awareness of your place in a wider team will support more effective collaboration.
![11609 [Brain-injury-working-with-child-family.png]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Brain-injury-working-with-child-family__ScaleMaxWidthWzEwODZd.png)
Source: Ministry of Education
Useful resources
Useful resources
Collaboration – the heart of the matter
Ministry of Education recommendations on setting up collaborative IEP teams.
Concussion protocol resources for schools
These resources will support educators to develop and implement evidence-based, best-practice concussion protocols based on the Canadian Guideline on Concussion in Sport.
Publisher: Parachute Canada
About e-portfolios
An overview of how schools are using online spaces or blogs to record and share students’ learning.
Publisher: Enabling E-Learning
Next steps
More suggestions for implementing the strategy “Non-traumatic brain injury: Support a return to learning and activity”:
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Current page Support an effective return to ECE or school
Return to the guide “Supporting learners with acquired brain injury”
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How to use this site
Guide to Index of the guide: Acquired brain injury and learning
Understand:
- Understand the basics about ABI
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Understand impacts on learning and wellbeingShow suggestions for Understand impacts on learning and wellbeing
Strategies for action:
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Review leadership and governance responsibilitiesShow suggestions for Review leadership and governance responsibilities
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Concussion: Support a return to learning and activityShow suggestions for Concussion: Support a return to learning and activity
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Traumatic brain injury (TBI): Support a return to learning and activityShow suggestions for Traumatic brain injury (TBI): Support a return to learning and activity
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Non-traumatic brain injury: Support a return to learning and activityShow suggestions for Non-traumatic brain injury: Support a return to learning and activity
- Understand the injury
- Support an effective return to ECE or school
- Support physical recovery
- Social and emotional support
- Support attention, communication, and organisation
