Cristina Eklund has devloped this new resource as a method for children and young people with brain injury to estimate their strengths and needs.
As a teacher to children with brain injury in Sweden, her materials have been translated into English. here she tell us more about her role and the tools she develops.
As specialist educator, I meet children and adolescents with acquired brain injury.
The initial progress after the acute phase can be difficult to see, because the survivors often compare themselves with the way they were before the illness or accident.
Sometimes the individual family and caregivers do not see progress, because the sadness and frustration is so big. Longing for life before injury obscures any actual progress.
Difficulties after acquired brain injury can mean that the individual is extra tired, slow and/or has concentration difficulties. People around the person can sometimes mistakenly perceive these difficulties as the person being unwilling or lazy.
Therefore, it is very important that people are given information about the difficulties the person is experiencing.
It is also important that the survivor is given thepossibility to become aware of his/her own progress and needs.
After a period of one or two weeks several of them come for follow-up investigation periods. Some come every six months, others once a year.
Their inability to see their own progress and needs has been discovered and uncovered in my meetings with these children and adolescents.
“Recognising My Progress” has been developed and used in my work. With the help of assessment, these children and adolescents have been helped to see their own progress and the surprise is almost always striking.
On occasions when no clear changes have been made within an area, it has instead led to a constructive discussion about the cause and need. To make actual progress visible is important in order for the children and adolescent to become more aware of their difficulties and need.
The rating scale and the assessment bank along with suggested questions make it easier for both students and teachers to express thoughts and work out measures together to help the student.
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