ABSTRACT

Approximately 15% of New Zealand children will experience a traumatic brain injury during their school years. Given that educators play an important role in facilitating the successful school re-entry and recovery of these students, it is paramount that educators have adequate knowledge of childhood traumatic brain injury. This study used an online questionnaire to assess knowledge traumatic brain injury among 20 New Zealand educators. It also identified what services educators were aware of within their schools and communities that could assist with the management of students with brain injury, and what further training or information educators required to feel confident in supporting these students in the school environment. Results indicated that although educators possessed sound general understanding of traumatic brain injury, they had some misconceptions regarding the implications and recovery trajectories of these injuries during childhood. Educators reported the need for training relating to diagnostic criteria and strategies for supporting students with traumatic brain injury in the classroom. Providing educators with information and training on how to identify traumatic brain injury and manage the needs of students with traumatic brain injury will allow them to facilitate inclusive and supportive educational opportunities, leading to improved outcomes for these students.

摘要

大约15％的新西兰儿童在上学期间会遭受脑外伤。鉴于教育者在促进这些学生的成功入学和康复中起着重要作用，因此，教育者对儿童期脑外伤的充分了解至关重要。这项研究使用在线问卷调查来评估20名新西兰教育者中知识性脑损伤的情况。它还确定了教育工作者在他们的学校和社区中知道哪些可以帮助管理脑损伤学生的服务，以及需要什么进一步的培训或信息教育者才能有信心在学校环境中支持这些学生。结果表明，尽管教育者对创伤性脑损伤有全面的了解，他们对儿童时期这些伤害的影响和恢复轨迹有一些误解。教育工作者报告了需要进行有关诊断标准和策略的培训，以支持教室中患有脑外伤的学生。为教育工作者提供有关如何识别脑外伤的信息和培训以及如何管理脑外伤学生的需求的信息和培训，将使他们能够促进包容性和支持性的教育机会，从而为这些学生带来更好的学习成果。