Support an effective process for returning to ECE or school
Suggestion for implementing the strategy ‘Traumatic brain injury (TBI): 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.
Demonstrate empathy
Demonstrate empathy
Remove barriers to collaboration with whānau by listening and showing empathy.
These actions will help build trust and support collaboration.
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.
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 “Traumatic brain injury (TBI): Support a return to learning and activity”:
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Current page Support an effective process for returning to ECE or school
Return to the guide “Supporting learners with acquired brain injury”
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
- Understand the injury
- Support an effective process for returning to ECE or school
- Support physical recovery
- Social and emotional support
- Support attention, communication, and organisation
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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