This monograph attempts to provide an overview of current educational issues that affect brain-injured students with special emphasis on the assessment process. An introduction notes recognition of traumatic brain injury (TBI) and its definition under the Individuals with Disabilities Education Act of 1990 as well as the increasing numbers of such students in the schools (as their survival rate increases). Typical causes and consequences of TBI at different age levels as well as categories of severity are considered in the next section. A typical recovery sequence following TBI is then discussed as are differences between TBI students and other students with disabilities. The following section stresses the importance of the school's role and educational interventions in helping such children gain reassurance that achievement is again possible. The major section on assessment addresses the following aspects: early intervention/coordination, nature of the assessment, the neuropsychological evaluation, neuropsychological assessment instruments, test observations, informal assessments/observations, assessment timing, other factors relating to assessment, and financial responsibilities. The final two sections look at implications for the recovering student and implications for school responses to recovering students. (Contains 23 references.) (DB)