Minnesota Adult Basic Education Disabilities

People living with brain injury can be compared to new immigrants. They are trying to find their way, understand signs, communicate in a new way and store all this new learning into memory. Using the strategies employed with non-English speaking students is very useful: Typical approaches such as breaking tasks into small chunks and steps, giving the main idea of a topic, using visual aids, repetition/overlearning, demonstration, and multisensory approaches.

All of these will be beneficial for students living with brain injury. Most importantly, provide a social atmosphere that is positive and affirms effort and small gains. Individualize instruction to reduce anxiety and promote sustained effort by the student.

Strategies To Consider In Working With Students With A Brain Injury

1. Employ the qualities that make you a great teacher: a positive attitude, hopefulness, excitement for learning, adaptability and patience.
2. Have a quiet work area devoid of most distractions.
3. Always frame what you are going to work on that day so that the student can focus their attention.
4. Always summarize what you accomplished that day so the student feels a sense of progress and can take notes to share, study, and review for the next class.
5. Use English Language Learning teaching techniques.
6. Computer based, self-paced learning can be beneficial.
7. Break tasks down into steps-each student will have a number of steps that they can process before it gets to be too much.
8. Try and teach one thing at a time first ensuring mastery before moving onto the next item.
9. Allow extra time to express thoughts, process information, get organized, and accomplish the task.
10. Provide structure-organize class information into a binder.
11. Use visuals whenever possible to back up verbal information.
12. Use large fonts and space between lines to make documents easier to read.
13. Have the student paraphrase back to you instructions so that you know they understand.
14. If a student has trouble articulating let them use signs and pictures.
15. Shorten written assignments if necessary, allowing the student to demonstrate their knowledge, but lessen their frustration.
16. If the student is easily distracted, ask them what you can do to help them to get back on task.
17. Model the use of compensatory strategies such as checklists, highlighting, color coding, etc.
18. Engage the student with their own interests (for example, if they like boats---use a boating magazine to increase reading skills).
19. Encourage “over learning” through the use of repetition, clarification and paraphrasing.
20. Try to give immediate (as able), concrete feedback.
21. Give written instructions with homework.
22. Try to keep routines and personnel consistent. If something changes, give a preview to the student so that they can process and refocus.
23. If sequencing is an issue, provide the sequences.
24. Use rulers or paper to have the person read one line at a time and follow their place on a page.
25. Remembering something just read can be challenging. Teach the person to highlight main points or to do summaries as they go along hopefully extending how much they can remember over time.
26. Use language that is explicit (not subtle) and speak slowly.
27. If the individual impulsively interrupts, find a signal that will tell them to wait. Offer praise for good behavior.
28. Have rules clearly posted in large print and clear language.
29. Give direct feedback to inappropriate behavior in an even tone of voice. For example, “You can not touch your classmates without their permission. Please do not do that again.”
30. Show samples of tests, writing assignments and math problems.
31. For timed tests, work to alleviate anxiety by doing practice tests.
32. Praise the student often and build on each small success. Make sure they are proud of their accomplishments.

Tips For Written Communication With People With Brain Injury

1. Refrain from using columns, if possible. If columns can’t be avoided, use vertical rules to separate them.
2. Use short sentences. Separate each thought.
3. Use commas whenever you would naturally pause.  Read the piece aloud and punctuate it the same way.
4. Keep writing simple and direct.
5. Use pictures (photos and graphics) to enhance the content.
6. Keep length to one page if possible.
7. Repeat major thoughts and ideas.
8. Use underlining and/or bold type to highlight or emphasize a thought.
9. Spacing between lines is more important than font size.
10. Use dark ink with light paper. The contrast should be good, but not harsh.
11. Avoid hyphenation at the ends of lines. Avoid abbreviations and acronyms.
12. Double space between paragraphs.
13. Use paper heavy enough to be held in one hand.

Additional Classroom Accommodations

• If there is a support person for the student, engage them in the process and make sure they understand the expectations re: homework, progress, testing,  and need for their active support.
• Pay attention to lighting; fluorescent lights can be irritating.
• Notice how many visuals you have around the room, and eliminate distractions.
• Allow extra time for task completion and test taking.
• Try an oral exam versus a written one.
• Post a problem solving guide and other helpful sequences.
• Keep a consistent room arrangement
• Use a volunteer to work with students who are more independent so that you can give some extra time to any who are struggling.
• Use large print and clear fonts.
• Incorporate breaks.
• Give students a set number of times in a period of time that they can ask questions or move around, and give visual reminders.
• Ensure the physical comfort of the student: table height, chair.
• Monitor height, lighting, seating.
• Keep assignments posted until completed.
• Provide maps of the building with the classroom and bathrooms highlighted
• Limit the amount of information on a page or screen.
• You may wish to have a written student goal plan that can be kept in their binder for reference as needed.