Children with Tramatic Brain Injury Term Paper Example | Topics and Well Written Essays - 3000 words

Children with Tramatic Brain Injury - Term Paper Example These disabilities are manifested in an array of characteristics depending on the location and extent of brain injury. They may also be permanent or temporary in nature where they can either cause total or partial psychosocial adjustment or functional disabilities. For instance, students with cognitive impairments suffer from long or short-term memory deficits thus remembering things and facts become quite difficult. Such students also suffer from impaired concentration and limited attention span. Therefore, they cannot engage in any activity for a long period of time even concentrating in class becomes difficult. Moreover, these students suffer from impaired perception where sequencing, judgment and planning pose serious problem. In addition, such children gravely suffer from communication problems which inhibit both their writing and reading skills. This is as a result of damage that occurs on the frontal lobes of the brain (Aimaretti & Ghigo, 2007). TBI also manifests behavioral and emotional characteristics which include mood swings, lowered self-esteem, self-centeredness, fatigue, anxiety, depression, restlessness and nosedived motivation. They are also unable to control their emotions as at times they may excessively cry or laugh. As a result, they can neither self monitor nor relate well with others. This arises because of damage that occurs on the limbic system in the brain. ... Therefore, they cannot engage in any activity for a long period of time even concentrating in class becomes difficult. Moreover, these students suffer from impaired perception where sequencing, judgment and planning pose serious problem. In addition, such children gravely suffer from communication problems which inhibit both their writing and reading skills. This is as a result of damage that occurs on the frontal lobes of the brain (Aimaretti & Ghigo, 2007). TBI also manifests behavioral and emotional characteristics which include mood swings, lowered self-esteem, self-centeredness, fatigue, anxiety, depression, restlessness and nosedived motivation. They are also unable to control their emotions as at times they may excessively cry or laugh. As a result, they can neither self monitor nor relate well with others. This arises because of damage that occurs on the limbic system in the brain. On the other hand, the physical impairment characteristics include sensory impairments as well as vision, speech and hearing problems. Conversely, the students may suffer from constant headaches, paralysis or paresis of either or both sides, lack of proper balance, gait impairments, spasticity of muscles and seizure disorders. They also lack effective coordination especially the fine motor coordination. These physical characteristics arise due to imbalance that affects the brain equilibrium. This is because of the development of the midline shift syndrome which further affects the weight, posture and drift posture of patients with TBI. As a result, the patients do not see a straight horizon or wall they see them as tilted (Parikh, Koch & Narayan, 2007). 2 (a) Classroom Behavioral Management Strategies and Instructional Strategies However, in