Abstract
Approximately 1 in 500 children attend hospital each year with a significant head injury. Excellent physical recoveries can often be made, but resulting memory, communication, psychosocial and other difficulties can frequently be misinterpreted or unidentified, thereby compounding difficulties with new learning and behaviour.
Many others with lower incidence conditions (e.g. encephalitis, meningitis, brain tumour) suffer similar difficulties.
Recent reports from health professionals have highlighted the fact that the main providers of long-term rehabilitation for these children are schools and they have recommended greater co-operation and improved transfer of information.
The previously named Department of Education recognised the unique problems faced by children with head injuries as long ago as 1994.
However, there remains a lack of awareness and expertise amongst those involved in education.
Other countries are addressing this as a major issue, but, despite new proposals regarding special educational needs by the Department for Education and Employment and the Teacher Training Agency, this issue remains sidelined.
This paper will outline the largely un-addressed, but characteristic, special educational needs of this significant group of students and outline models of provision from other countries, with suggested new initiatives for the UK.
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