Returning to School
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Individual Education Plans
DEVELOPING THE IEP
The student's IEP should be carefully crafted to
focus on the cognitive processes disrupted by the brain injury, not the academic components (i.e., symptoms) brought on by these disruptions. For example, relearning the multiplication tables may not be as important as learning compensatory memory strategies that will enable the student to learn, and recall, the multiplication tables more easily.
Relearning how to learn and how to compensate for those skills or behaviors that may forever remain challenges for the student should be primary goals of the child's IEP.
The IEP must also be functionally based, outcome oriented and flexible enough to address the changing needs of the student. For example, initially, a student's IEP may need to be rewritten every two to four months, as the child continues to recover from their recent injury.
Additional Questions to Consider