Teachers’ beliefs and practices regarding academic support following concussion |
| |
| Institution: | 1. California State University, Fullerton, 800 N. State College Blvd., Fullerton, CA 92831, United States;2. AT. Still University, 5850 E. Still Circle, Mesa AZ 85206, United States;3. University of North Carolina at Chapel Hill, 209 Fetzer Hall, Chapel Hill, NC 27515, United States;1. Elon University, Campus Box 2105, Elon, NC 27244, USA;2. California State University, Fullerton, 800 N. State College Blvd, Fullerton, CA 92834, USA;1. School of Sciences and Technology, Universidade de Trás-os- Montes e Alto Douro, Quinta de Prados, Vila Real 5000-801, Portugal;2. Research Centre “Didactics and Technology in Education of Trainers”, Campus Universitário, Aveiro 3810-193, Portugal;1. University of Muenster, Institute for Teaching and Learning Primary Science and Technology (DdSU), Leonardo-Campus 11, D-48149, Muenster, Germany;2. IPN Kiel, Olshausenstraße 62, D-24118, Kiel, Germany |
| |
| 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. |
| |
| Keywords: | Head injuries Adolescents Academic accommodations |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
