Neurological conditions – further diagnoses
Here we bring together neurological diagnoses that can have very different effects on everyday school life – ranging from the consequences of a brain injury to congenital malformations. The impact of a diagnosis varies from child to child. We therefore always discuss with you on a case-by-case basis whether and how a school support service would be suitable.
Consequences of a traumatic brain injury (TBI)
A traumatic brain injury is caused by a blow to the head (e.g. following an accident) and, depending on its severity, can leave lasting effects. At school, this often manifests as difficulties with concentration and memory, rapid fatigue, motor impairments and, in some cases, an increased susceptibility to seizures, which requires safety measures. If a physical or mental disability is present, a school support worker may be considered as a participation support service (Section 112 of SGB IX). Where the need is purely medical or nursing-related (e.g. treatment-related care), school support ceases – this is the responsibility of qualified nursing staff and is not part of the support service. We assess on a case-by-case basis whether and how support is appropriate.
Brain malformations
Brain malformations are congenital abnormalities in brain development, the effects of which range from barely noticeable to pronounced. In the classroom, concentration, memory and pace may be affected, often alongside motor impairments, rapid fatigue and – depending on the diagnosis – an increased susceptibility to seizures, in which case seizure safety is paramount. If this results in a physical or intellectual disability, a school support worker may be provided through the integration support scheme (Section 112 of Book IX of the Social Code). Purely nursing or medical care (treatment-based care) does not form part of school support, but rather falls under specialist care. We assess on a case-by-case basis whether and how such support is appropriate.
Acquired brain damage
An acquired brain injury occurs after birth, for example due to oxygen deprivation, inflammation, a tumour or a cerebrovascular event, and can alter previously acquired skills. In an educational context, symptoms often include reduced concentration and memory, rapid fatigue, motor impairments and, in some cases, seizures, which require particular attention to safety. If the injury leads to a physical or mental disability, an application can be made for a school support worker as a participation support service (Section 112 of SGB IX). Medical and nursing measures, such as treatment-related care, are not covered – these are the responsibility of qualified nursing staff. We assess on a case-by-case basis whether and how support is appropriate.
Hydrocephalus
In hydrocephalus, cerebrospinal fluid accumulates in the head; a shunt is often fitted to drain the fluid, and this requires attention in everyday life. At school, concentration, memory and resilience may fluctuate; fatigue sets in more quickly and, depending on the course of the condition, there may be motor impairments or a tendency to have seizures, in which case seizure safety is important. If a physical or intellectual disability is present, school support may be available through integration assistance (Section 112 of Book IX of the Social Code). Checking or maintaining the shunt and other treatment-related care are medical and nursing tasks and are not part of the school support service. We assess on a case-by-case basis whether and how such support is appropriate.
How Splash provides support
We support each child individually and train our support workers at our own Splash Academy – including how to manage fatigue, fluctuating levels of coping and seizure safety. In everyday school life, clear structures and close coordination with all those involved are particularly helpful. Find out more under ‘Structure and Co-operation’.
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Our own Splash Academy · Multi-stage selection process · Support at mainstream and special schools
This page is for information purposes only and does not replace medical or legal advice. The decision as to whether school support is suitable and eligible for funding is made by the relevant funding body on a case-by-case basis.