Academic Accommodations


In the most recent Journal of Athletic Training, Neal McGrath was published about the accommodations that may need to be made for concussed students.  This topic is one that is commonly overlooked by those that care for the student-athlete that has a concussion.  The every day tasks of walking in a hallway at a high school can be very difficult.

Below are the accommodations that were suggested, if you jump to the article you will see the rationale for each.

  • Excused Absence
  • Rest Periods During Day
  • Extension of Assignments
  • Postponement or Staggering of Tests
  • Excuse from Specific Tests
  • Extended Testing Time
  • Accommodations to Sensitivity to Noise/Light
  • Excuse from PE/Sports
  • Avoid other Physical Exertion
  • Use of Reader for Tests/Assignments
  • Use of Note Taker/Scribe
  • Use of Smaller/Quieter Testing Room
  • Preferential Classroom Seating
  • Use of Tutor

 

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2 thoughts on “Academic Accommodations

  1. Juliet Baker November 19, 2012 / 13:09

    High school Administrators and Educators: How have you managed the students grades while they were in recovery? “freezing”? Incomplete? Thank you.

    • Educator Mom November 20, 2012 / 17:30

      I am a secondary educator and a mother of a concussed student. When my son was first injured, we implemented a pass/fail status for the remainder of his trimester. For several weeks he did no work and then he did only the bare minimum to pass the classes. Some of his teachers left assignments and tests as ungraded. Some put in incompletes or missing. I will say as a parent, having my high school son view his grades and see what the incompletes or missings did to his grades was very emotionally stressful. And it was certainly not helpful in trying to get him the rest that he needed.

      Frankly the “short term” recovery was not such an issue. He continues to deal with symptoms nearly two years after his injury. The problem is there is no cast on his arm or leg. Nor is his hair falling out from chemo. It is an invisible injury that teachers and administrators do not see. So getting everyone on board for the long term plan and to follow that plan is a far more difficult task. If you work in a school and are in a place of authority, I challenge you to consider not just the short term but also those students who will struggle through a long term recovery (months and even years). Many of these students want to continue in the rigorous classes that they took before their injury/disability and deeply desire to fulfill their goals of going to college. An education system that does not educate itself as to the struggles these students face creates barriers for them instead of providing the educational supports they so desperately need.

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