Canisius College

Documentation Guidelines for College Students with
Traumatic Brain Injury

What is Traumatic Brain Injury?
Traumatic brain injuries (TBI) are considered disabilities under the ADA if a major life activity is substantially limited. TBI is considered a medical or clinical diagnosis and is an injury to the brain caused by the head being hit by something or shaken violently. This injury may change how the person behaves, moves, and thinks. The term TBI is not used for a person who is born with a brain injury or for brain injuries that occur during birth. The term TBI is used for head injuries that can cause changes in one or more areas, such as: thinking and reasoning, understanding words, remembering things, paying attention, solving problems, thinking abstractly, talking, behaving, walking and other physical activities, seeing and/or hearing, and learning.

What are Common Intellectual Difficulties that Occur with TBI?

• Memory problems
• Difficulty concentrating
• Easily Distracted
• Misplacing or difficulty tracking things
• Difficulty making decisions
• Difficulty solving problems
• Difficulty understanding spoken instructions
• Difficulty understanding written instructions
• Difficulty finding words
• Difficulty communicating thoughts / feelings
• Unintentionally repeating the same remarks and/or activities
• Stuttering or stammering
• Difficulties doing simple math
• Impaired abstraction or literalness
• Mental rigidity
• Deficits in processing information and/or sequencing information
• Difficulty executing or doing things, and/or starting or initiating things
• Difficulty handling work and/or school requirements
• Having to check and re-check what you do
• Disoriented by slight changes in daily routine
• Unsure about things that you know well
• Difficulty learning new things
• Doing things slowly to insure correctness
• Decreased capacity for reality testing
• Impaired ability to appreciate details and/or to benefit from experience
• Inappropriate responses to people & things

What are the Documentation Guidelines?
Assessment, and any resulting diagnosis, should consist of and be based on a comprehensive assessment battery that does not rely on any one test or subtest. Both aptitude and academic achievement must be evaluated and included in the assessment report.

The following guidelines are provided in the interest of assuring that the service provider in collaboration with the student determine an appropriate diagnosis and establish reasonable accommodations.  Documentation serves as a foundation that legitimizes a student's request for appropriate accommodations.  Recommended documentation includes:

1. A clear statement and classification of the head injury/traumatic brain injury including date of injury and classification and dates pertaining to a history of multiple concussions (as applicable);
2. Documentation should be current. The age of acceptable documentation is dependent upon the disabling condition, current status, and the student's request for accommodations;
3. A narrative summary which includes:
• cognitive and achievement measures used and evaluation results (neuropsychological  report) including standardized scores or percentiles used to make the diagnosis;
• present residual symptoms and cumulative damage (as applicable and as a result of repeated injuries) which meet the criteria for diagnosis;
4. Medical information relating to the student's needs that include the impact of medication on the student’s ability to meet the demands of the post secondary environment;
5. A statement of the functional impact or limitations of the disability or learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested;
6. Recommended practitioners may include: physicians (neurologist) and licensed clinical, rehabilitation and school psychologists.  The diagnostician should be impartial and not a family member.

Students requesting housing modifications based upon a disability must contact the Director of DSS and submit an application by filling out the Special-Need Housing Accommodation form.

How are Accommodations and Support Services Determined?
Upon receiving the diagnostic evaluation, DSS will review the need for accommodations and support services based on the individual's disability documentation and disability-based needs. DSS will meet with the student and determine appropriate accommodations in accordance with Section 504 of the 1973 Rehabilitation Act, the 1990 Americans with Disabilities Act and college policy.

What are the Some Typical Accommodations?
Accommodations are on a case-by-case basis and are not automatic. Each student must qualify for each accommodation. Other accommodations, not seen below may also be appropriate.

• Note takers
• Tape recorders
• Priority seating
• Accessible classroom location
• Adjustable tables for classes
• Scribes
• Accessible parking, New York State handicap hangtag and a Canisius College parking permit are required
• Books in alternative format
• Alternative testing
• Separate testing location

Tips for Successful College Experience

• Find out as much as you can about your present needs and injury.
• Discuss getting assignments early from your professor.
• Break down directions one step at a time into smaller chucks.
• Have consistent routines.
• Create many opportunities to practice new skills.
• Use an assignment book, planner or PDA for a daily schedule.
• Schedule short naps or rest periods if you get tired quickly.
• Reduce distractions.
• Be flexible about expectations. Be patient. Maximize your chances for success.
• Be okay with asking for assistance. Know your strengths, limitations and when to ask for assistance in a way of taking control.
• Prioritize and write down the activities you need to accomplish in their order of importance.
• Examine your course combinations. If your classes are all extremely demanding, choose a class or two each semester which will ease the demand.
• Plan for needed accommodations well in advance. Contact DSS as soon as possible if you think your accommodations may change.
• Don't expect others to know your needs. You may need to teach your friends and professors how to plan activities that you can engage in and have fun.
• Communicate often with your professors.
• Try books in alternative format.
• Don't compare yourself to your “energetic” peers.
• Take advantage of career planning services.
• Know when it is time to take a break.
• Get plenty of rest.
• Get regular exercise.
• Eat right.
• Find ways to deal with stress

Resources

Organizations

Brain Injury Association (formerly the National Head Injury Foundation)
8201 Greensboro Drive, Suite 611
McLean, VA 22102
Telephone: 800.444.6443 (Family Helpline); 703.761.0750
Email: FamilyHelpline@biausa.org
Web site: www.biausa.org

Epilepsy Foundation-National Office
4351 Garden City Drive
Suite 500
Landover, MD 20785-7223
Telephone: 301.459.3700; 800.332.1000
Web site: www.epilepsyfoundation.org

Family Caregiver Alliance
690 Market Street, Suite 600
San Francisco, CA 94104
Telephone: 415.434.3388; 800.445.8106
Email: info@caregiver.org
Web site: www.caregiver.org

Family Voices
3411 Candelaria NE, Suite M
Albuquerque, NM 87107
Telephone: 505.872.4774; 888.835.5669
Email: kidshealth@familyvoices.org
Web site: www.familyvoices.org

Head Injury Hotline
212 Pioneer Building
Seattle, WA 98104-2221
Telephone: 206.621.8558
Email: brain@headinjury.com
Web site: www.headinjury.com

Links

General Information

Canisius College Counseling Center
/counseling/

Association of Higher Education and Disability
http://ahead.org

HEATH Resource Center
http://www.acenet.edu/programs/HEATH

Disability Information and Resources
http://www.makoa.org/

Disability Links
http://www.eskimo.com/~jlubin/disabled/all.htm

Financial Aid and Scholarship Info

Canisius College Financial Aid Department
/admissions/financialaid.asp

US Department of Education Financial Aid
http://www.fafsa.ed.gov

Easy Access for Students and Institutions
http://www.easi.ed.gov/

Financial Aid for Students through the US Department of Education's Office
http://www.ed.gov/index.jsp

The Financial Aid Information Page
http://www.finaid.org