Traumatic brain injury (TBI) is a federally recognized disabling condition which involves behavioral and academic difficulties. Dysfunction varies with the type and location of injury and with the age of the child. School personnel traditionally have had little exposure to TBI, and there is great potential for problems to occur due to lack of knowledge of legal requirements, miscommunication, and territoriality issues. Assessment procedures, including tests of intelligence, academic achievement, and social/emotional functioning, are conducted by a multidisciplinary team to determine the special services that may be needed. Determination of appropriate placement should be dependent upon individual characteristics of the child. Individualized Education Program objectives should be developed initially for achievement over short periods of time, to best chart recovery of function and modify the program to suit the child's needs. Parental input should be actively sought and used when constructing objectives. Modifications in teaching style and methods, testing, behavior management techniques, length of lessons and homework assignments, and student expectations may be necessary. Suggestions are offered to help schools adjust to the TBI child, and a table lists barriers to serving children with TBI. (JDD)