1. Appendix B: Return to Learn Strategies Approaches


       



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       Appendix B: Return to Learn Strategies Approaches
      COGNITIVE DIFFICULTIES
      Post-Concussion

      Symptoms
      Impact on Student’s

      Learning
      		Potential Strategies and/or Approaches
       

       

      ·   Headache and Fatigue       		 

       

      ·   Difficulty concentrating, paying attention or multitasking

      		·   ensure instructions are clear (e.g., simplify directions, have the student repeat directions back to the teacher)

      ·   allow the student to have frequent breaks, or return to school gradually (e.g., 1-2 hours, half-days, late starts)

      ·   keep distractions to a minimum (e.g., move the student away from bright lights or noisy areas)

      ·   limit materials on the student’s desk or in

      their work area to avoid distractions

      ·   provide alternative assessment opportunities (e.g., give tests orally, allow the student to dictate responses to tests or assignments, provide access to   technology)

       

       

       

      ·   Difficulty remembering or processing speed

      		 

       

       

      ·   Difficulty retaining new information, remembering instructions, accessing learned information

      ·   provide a daily organizer and prioritize tasks

      ·   provide visual aids/cues and/or advance organizers   (e.g., visual cueing, non-verbal signs)

      ·   divide larger assignments/assessments into smaller tasks

      ·   provide the student with a copy of class notes

      ·   provide access to technology

      ·   repeat instructions

      ·   provide alternative methods for the student to demonstrate mastery

       

       

       



      ·   Difficulty paying attention/ concentrating
      		 

       

      ·   Limited/short-term focus on schoolwork

      ·   Difficulty maintaining a regular academic workload or keeping pace with work demands

      		·   coordinate assignments and projects among all teachers

      ·   use a planner/organizer to manage and record daily/weekly homework and assignments

      ·   reduce and/or prioritize homework, assignments and projects

      ·   extend deadlines or break down tasks

      ·   facilitate the use of a peer note taker

      ·   provide alternate assignments and/or tests

      ·   check frequently for comprehension

      ·   consider limiting tests to one per day and student may need extra time or a quiet environment

       



      EMOTIONAL/BEHAVIOURAL DIFFICULTIES
      Post-Concussion

      Symptoms
      Impact on Student’s

      Learning
      		Potential Strategies and/or Approaches
       

       

      ·   Anxiety

      		 

      ·   Decreased attention/concentration

      ·   Overexertion to avoid falling behind

      		·   inform the student of any changes in the daily timetable/schedule

      ·   adjust the student’s timetable/schedule as needed to avoid fatigue (e.g., 1-2 hours/periods, half-days, full-days)

      ·   build in more frequent breaks during the school day

      ·   provide the student with preparation time to respond to questions

       

       



      ·   Irritable or Frustrated
      		 

       

      ·   Inappropriate or impulsive behaviour during class

      		·   encourage teachers to use consistent strategies and approaches

      ·   acknowledge and empathize with the student’s frustration, anger or emotional outburst if and as they occur

      ·   reinforce positive behaviour

      ·   provide structure and consistency on a daily basis

      ·   prepare the student for change and transitions

      ·   set reasonable expectations

      ·   anticipate and remove the student from a

      problem situation (without characterizing it as punishment)

       

       


      ·   Light/noise sensitivity
      		 

       

      ·   Difficulties working in classroom environment (e.g., lights, noise, etc.)       		·   arrange strategic seating (e.g., move the student away from window or talkative peers, proximity to the teacher or peer support, quiet setting)

      ·   where possible provide access to special lighting (e.g., task lighting, darker room)

      ·   minimize background noise

      ·   provide alternative settings (e.g., alternative work space, study carrel)

      ·   avoid noisy crowded environments such as assemblies and hallways during high traffic times

      ·   allow the student to eat lunch in a quiet area with a few friends

      ·   where possible provide ear plugs/headphones, sunglasses

       

      ·   Depression/ Withdrawal

      		·   Withdrawal from participation in school activities or friends ·   build time into class/school day for socialization with   peers

      ·   partner student with a “buddy” for

      assignments or activities

       

      Reproduced and adapted with permission from Ophea, [Ontario Physical Education Safety Guidelines, 2019].

       

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