Journal of Postsecondary Education and Disability
Adolescents and young adults are at relatively high risk for sustaining traumatic brain injuries (TBIs). These injuries can result in persistent disabilities, including a range of cognitive, physical, and social-emotional deficits that can be particularly challenging for college age students. This qualitative study explored disability services for college students with TBIs through interviews with directors of 18 college Offices of Disability Services (ODS). Respondents provided general information regarding their service model, the most common disabilities served, as well as the number of students with TBI served, and more specific information pertaining to services for students with TBI. Results indicated ODS staff members possess a varied range of training and knowledge about TBI and the number of students with TBIs they reported serving at their colleges was not proportional to their enrollment numbers. Five themes emerged regarding services for college students with TBI, and included: self-identification or disclosure of the TBI, cognitive/academic accommodations and services, social and emotional support, transition support, and unique needs of students with TBI. Implications and recommendations are provided for ODS personnel to better meet the needs of students with traumatic brain injuries in the college setting.
2379-7762 (Print); 2328-3343 (Online)
Copyright © 2021 Association on Higher Education and Disability
Association on Higher Education and Disability
Students with Disabilities, Head Injuries, Neurological Impairments, Trauma, Academic Accommodations (Disabilities), Late Adolescents, Young Adults, College Students, Administrators, Administrator Attitudes, Self Disclosure (Individuals), Transitional Programs, Student Needs, Student Personnel Services, Institutional Characteristics, Academic Support Services, School Counseling
Davies, Susan C.; Crenshaw, Michael R.; and Bernstein, Elana R., "A Qualitative Examination of College Services for Students with Traumatic Brain Injuries" (2019). Journal of Postsecondary Education and Disability 32(2). 133-146.
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