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Brain-Injured Kids and Labels part 2

Brain-Injured Kids and Labels

Everyone knows someone who has a child with a problem. Parents who have a child with a learning problem are desperate for information. When a parent of a child with a learning problem contacts The Institutes, the questions he or she asks are usually the same ones that are asked over and over again. We have chosen some of the most common questions and their answers in the hope that the parents of theses children can learn more about the brain and the most effective means of treating the brain.

Doesn’t the term “brain-injured” refer to children who are mentally retarded or physically disabled? What does that have to do with my bright and active child who is having problems in school?

Brain injury is a matter of degree in all human beings. A child who is severely brain-injured may have significant problems both intellectually and physically. In fact, a child who is only mildly brain-injured may also have coordination problems and learning problems, but these problems will be to a much milder degree. Such a child may appear to be as capable as the next child, but he cannot actually perform as well in life even though he is trying very hard to keep up with his peers.

Both the severe child and the mild child are brain-injured, but neither child is hopeless. Both need an effective neurological program to treat the brain.

Brain development can be slowed or even stopped by brain-injury, but it also can be speeded by stimulation so that the child can catch up to his well peers. All of us are on a continuum of brain function, beginning with the baby who is just developing and proceeding to a mature adult who continues to experience brain growth and development until death. We proceed up this continuum of neurological development at varying rates of speed, depending on how much or how little stimulation we receive. We can also move down this continuum at any point if our brain is injured through trauma or illness.

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