Counsell, Heather2013-11-072013-11-0720082008Source: Masters Abstracts International, Volume: 48-01, page: 0060.http://hdl.handle.net/10393/27969http://dx.doi.org/10.20381/ruor-19011In recent years there has been growing awareness of the unique challenges facing children recovering from an acquired brain injury (ABI). Within the literature, much has been written about the importance of a variety of therapeutic interventions throughout the rehabilitation process. However, the role of the teacher is rarely mentioned in the discussion of early-stage rehabilitation, despite the central role school plays in the lives of children. Using a case study methodology, this study investigates the benefits of extended educational and therapeutic collaboration, facilitated through the involvement of a hospital teacher. Three cases from a children's hospital are explored, beginning at the time of each child's accident, following through several months of intensive rehabilitation, and culminating in the eventual return to the community school. Through immersion and crystallization (Crabtree & Miller, 1999) the study identifies three meta-themes emerging from the transcribed voices of student, family, hospital and school, as participants describe the rehabilitation experience from their own perspective. Results are offered in a reader's theatre style presentation (Meyer, 2001) to emphasize these contrasting perspectives. The research offers compelling evidence that the early intervention of a rehabilitation school provides hope, normalization, motivation and a functional context for therapy for these individuals. Teamwork and communication between school, hospital and family is observed to be an effective method of establishing a baseline profile as individual rehabilitation goals are established. This teamwork approach supports teacher education and facilitates planning for success as the student returns to the community school. From the data, a socio-cultural model for paediatric rehabilitation is developed. This model provides a framework for much needed socialization and family advocacy, while addressing the need for ongoing support.131 p.enHealth Sciences, Rehabilitation and Therapy.Education, Educational Psychology.Thesis