Teachers’ beliefs and practices regarding academic support following concussion
Document Type
Article
Publication Title
Teaching and Teacher Education
Abstract
Teachers play an important role in supporting students' return to school after concussion. This online cross sectional survey examined teachers' beliefs and practices regarding concussion and academic support strategies, or academic adjustments (AA). Most teachers (99.1%) agreed-to-strongly agreed concussions affect school performance, and many (71.6%) have worked with a student who received AA after concussion. Teachers who participated in concussion education and observed a decline in a student's academic performance after concussion were more familiar with and recommended AA more often. Professional development is recommended to provide teachers with practical and timely resources to enhance support for students after concussion.
First Page
181
Last Page
189
DOI
10.1016/j.tate.2017.09.005
Publication Date
11-1-2017
Recommended Citation
Kasamatsu, Tricia M.; Valovich McLeod, Tamara C.; Register-Mihalik, Johna K.; and Welch Bacon, Cailee E., "Teachers’ beliefs and practices regarding academic support following concussion" (2017). AT Faculty Publications. 54.
https://scholarworks.atsu.edu/at-faculty/54