Haga,+Holly+Brain+Trauma

=== **Something I Would like you to know about me:** ===

My name is Holly Haga. I am a junior at Southern Oregon University and I am on the track and field team. I come from a family of agriculture and education. In the fourth grade I decided I wanted to be a teacher because my dad inspired me so deeply. He always went beyond what a teacher's job description was to ensure that his students would graduate. For the longest time I was sure that I would make an impact on this world, and I see no better way than to teach!

My Personality Quirks!
 * I love reptiles. I have worked with alligators, large pythons, and venomous snakes. I have only been bit twice, once by a Corn Snake, and once by an Iguana. OUCH!
 * I don't like birds flying right over my head... You can imagine why.
 * I love drawing stick figure ninjas. HI-YAH!

 Education and Career Goals:
 My education was wonderful growing up. I was taught in a very aesthetic-based learning, where exploration was encouraged and accepted. In high school I knew I was going to go to SOU, where I would pursue elementary education and track. My main goal at Southern is to gain the neccesary tools to teach, and more. I want to be a teacher that goes out of my time to find ways to assist the individuals in my classroom.

 What Brings Me Joy:
What brings me happiness is an over-sized chocolate bar, but what gives me complete and absolute joy is my faith in the Lord. I also find so much joy in music and art. Guitar is simply wonderful in that music can come from my own hands. It gives me such a sense of satisfaction and relaxation. I have always had a love for drawing, whether that be expressive sticks figures or a drawing that takes days. Of course, my family has always been there for me. My family and I are so close, that we would drive six hours to Santa Clara to pick up my sister and bring her back that same day just to have her home for a weekend.

 My Greatest Fear About Being A Teacher:
As scary as parents can be, I am far more terrified that I will let down a student. Because my main goal is to educate and encourage children, I am so scared that one child might slip through the cracks. I am so passionate about children, that I worry and pray for the children I work with.

 Something That Was Extremely Hard For Me To Learn:
I think the hardest thing for me to learn would be from the media. I dread reading the paper because I know that there will always be some new budget cut in the schools. It breaks my heart to read that STEPS programs have been cut from the Medford school districts. This only motivates me more in my education to find ways to include these children in my class, when they get removed from theirs.

 What I Want To Gain From This Course:
I want to learn how to read each student of mine. I want to learn how to understand children so that I can equip myself to teach them. Teachers are advocates for children, and I cannot help a child if I do not understand him or her. By being able to identify any illnesses, disabilities, or even personality quirks, I can find the right programs and exercises to keep a child engaged in school.

=__** Brain Trauma: **__=

I chose this topic because I knew it would not be an easy one. Brain trauma refers to those who were born "average", and then got into an accident, altering their brain. Brain injuries are caused by an external force. There are two kinds of brain trauma injuries, the first one is when an object, enters the brain and causes damage in a specific area. The second Brain injury is closed-head injuries which occur when there's a blow to the head, which can happen when one falls, gets in a biking or car accident, etc. When a child goes through such a traumatizing event, they may have to learn everything all over again. This creates an incredible amount of frustration because a child may know the word that needs to be said, but cannot say it verbally. Brain trauma can range from a large spectrum. Some people may lose the ability to walk, to talk, acquire new memories, or even remember the past. As you can imagine, having to re-learn simple tasks that were performed almost effortlessly may become a great obstacle for a child to over come. My heart goes out to those who have had brain injuries,and I want to learn more so that I can help my students who have struggled with brain trauma.

=__ Top 5 Things I Learned: __=

I never realized how wide of a spectrum brain trauma could range from. I didn't know that some people could make a full recovery. This range is so large because of how unique our brains are, and how fragile the brain is. No brain injury is the same, which makes research more more difficult.

From my own experience with a friend, I learned how much can actually be done for someone with a Brain Trauma Injury. A friend of our family got in a bad motorcycle accident. The doctor told his wife that he would be in a vegetative state for the rest of his life, and to just find a senior home or some other form of assisted living. She refused and she found the best doctor in the United States. He now walks and talks with some difficulty, but does not need much help. Because his wife was so diligent for his wellness, he recovered unlike how he wouldn't have if his wife did not fight for him. I had no idea how strong-willed people were.

TBI's are in a whole different category of learning disabilities. This can make education rather challenging because the child could range from physical struggles, to cognitive impairments, or even both. These students need to not only learn educational concepts, but even to tie their shoe, hold a pencil, use the restroom, pronounce words, and how to read.

I gave a presentation about TBI's and therapy in a music class Fall term. One of the single most important tools was music. Before that I had heard how important music was for recovery,but I had no idea how much it could actually help. Music gives a sense of rhythm, which can teach walking, sounds, vowels, and encourage memorization. Music can rebuild a person's vocabulary at the same time it can also be enjoyed. I'm sure a child who sustained a TBI would greatly appreciate a little fun while re-learning everything he/she knew.

I knew that repetition and encouragement was crucial, but I overlooked how important the teacher's attitude is. Children are clever, they know when the teacher is stoked for a lesson or when the teacher is treating and activity like a Monday morning. Teacher's attitudes are contagious, and even more so with a student who has sustained a Traumatic Brain Injury. This is a very frustrating injury because many things have to be learned, and many abilities have been lost. The last thing a child with a TBI needs is to see the the teacher getting frustrated or upset.

=__ Helpful Resources: __=

This was a nifty little site because it was directed specifically to educators. It was wonderful reading about how to teach and assist a student who had sustained a brain injury. I would rate this website with a 4.

**http://www.traumaticbraininjuryforum.com/?gclid=CIOO1LPtkLACFegbQgodBCoaoQ**
I wanted to find testimonials from people who have sustained a traumatic brain injury, and from those who have loved ones who have had brain trauma. This site was a forum for those who wanted to share information, give tips, and learn more about traumatic brain injuries. All of these people were so supportive of each other and shared their testimonials to help one another. I would rate this resource a 3.

http://www.projectidealonline.org/brainInjury.php
I added this resource because it gave lists of ways to help the child learn, technology to assist the student either cognitively or physically, and then different resources and contact information to numerous clinic, hotlines, and forums. There was not too much information given on this resource, but it was given in such a clear manner. I loved all of the resources it provided. I would rate this resource a 3.

4.) The Inclusive Classroom: Strategies For Effective Differentiated Instruction
I wanted to include our class book because of how t horough it is. First, information about the the disability/impairments is provided. After the reader is given a little bit of background knowledge, then teaching strategies is given. Along with teaching strategies, there are also classroom scenarios that a teacher might experience. This is quite the handy tool that every teacher should have. I would rate this source as a 3 in regards toward my topic.

http://www.bianj.org/Websites/bianj/images/School%20Accommodations%20for%20Students%20with%20Brain%20Injury.pdf
I just loved how this site was dedicated specifically for teachers and classroom aides. This resource gave a variety of ways to accommodate a student with a TBI. Before the resource lists the different accommodations, the author lists effects of TBI's as well as evaluations and assessments for the child. I would rate this source a 3.

http://www2.sbac.edu/~werned/DATA/RESEARCH/journals/Teaching%20Exceptional%20Children%20JOURNAL/TBI.pdf
This PDF File was extremely handy. It provided background knowledge, and then samples for schedules, assessments, and activities for a student with a TBI. I also always appreciate when a source has many resources and lists them all. I would rate this resource a 5.