Research on stakeholders in mild traumatic brain injury (mTBI) management in the schools has shown that several school personnel (e.g., nurses, athletic trainers, principals, speech-language pathologists) all contribute unique knowledge to a school-based mTBI management team. Special educators (SPEs) may be another stakeholder group that could provide additional knowledge and expertise in working with children in the schools following mTBI. We examined SPEs knowledge and perceptions of ability to support students with mTBI through an online survey. Results suggested that SPEs may provide unique, valuable knowledge that warrants their involvement on an mTBI management team. Similar to other school personnel, data from SPEs revealed specific areas of knowledge, as well as specific areas where knowledge was lacking. With additional focused continuing education and more clearly defined roles, SPEs may be an integral member of mTBI management teams.

对学校中轻度创伤性脑损伤（mTBI）管理的利益相关者的研究表明，几名学校人员（例如，护士，运动训练师，校长，言语病理学家）都为基于学校的mTBI管理团队贡献了独特的知识。特殊教育者（SPE）可能是另一个利益相关者团体，可以为在mTBI之后与学校中的儿童合作提供额外的知识和专业知识。我们通过在线调查研究了SPE对mTBI学生的支持能力的知识和看法。结果表明，SPE可能会提供独特的，有价值的知识，以确保它们参与mTBI管理团队。与其他学校人员相似，来自SPE的数据揭示了特定的知识领域以及缺乏知识的特定领域。