Misconceptions about traumatic brain injury among students preparing to be special education professionals

Karen Hux, Erin Bush, Kelli Evans, Gina Simanek

Research output: Contribution to journalArticlepeer-review

7 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)109-114
Number of pages6
JournalSupport for Learning
Volume28
Issue number3
DOIs
StatePublished - Aug 2013

Keywords

  • Higher education
  • Personnel preparation
  • Special education
  • Teacher preparation programmes
  • Traumatic brain injury

ASJC Scopus subject areas

  • Education

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