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Misconceptions about traumatic brain injury among students preparing to be special education professionals
Author(s) -
Hux Karen,
Bush Erin,
Evans Kelli,
Simanek Gina
Publication year - 2013
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/1467-9604.12028
Subject(s) - bachelor , medical education , psychology , traumatic brain injury , special education , medicine , pedagogy , psychiatry , archaeology , history
The researchers performed a survey study to determine the effectiveness of collegiate programmes in dispelling common misconceptions about traumatic brain injury ( TBI ) while preparing undergraduate and graduate students for special education ( SpEd ) careers. Respondents included 136 undergraduate and 147 graduate SpEd students in their final semesters before obtaining degrees. Each completed an 18‐item true/false survey about TBI and the associated recovery process. Results were compared with survey responses from 318 lay public respondents who participated in a previous study. Two major findings emerged: (a) no significant differences existed in misconception endorsement between SpEd students completing Bachelor's versus Master's degrees; and (b) graduating students in SpEd teacher preparation programmes endorsed similar misconceptions as lay public respondents; hence, these programmes do not appear effective in dispelling common TBI misconceptions. Improving academic preparation for special educators regarding TBI is imperative for effectively identifying, assessing and serving student survivors.