By 2010 it is predicted that one in 900 adults will be survivors of some form of pediatric cancer. The numbers are somewhat lower for survivors of brain tumors, though their numbers are increasing. Schools mistakenly believe that these children easily fit pre-existing categories of disability. Though these students share some of the characteristics of other types of disabilities, they present a unique constellation of challenges that require flexibility and adjustment on the part of schools and teachers. Survivors demonstrate a constellation of late effects which may change and increase in intensity over time; they are not static. The changes appear to be greater than those delineated for students with learning disabilities, in that they appear to be more than a response to new environmental expectations. Most of these children were not identified as eligible for special education prior to their diagnosis with brain tumors. For many survivors, following the acute phase of illness and a period of home instruction, the expectation of the educational environment is that the students will be able to perform in the same way that the student did before diagnosis. In actuality the diagnosis and treatment of brain tumors in children typically result in a significant number of new challenges for the child. Sometimes these changes do not occur immediately and there may be a disconnection between the time that the student receives treatment and the time that the problems are noted. This article provides information about the range of late effects evidenced by survivors. It describes a retrospective study of evaluation data from the Survivor Education and Reintegration Support Program at Carlow University. The program is designed to support schools, families and survivors as they adjust to the issues of survivorship. Information gathered on late effects and some suggestions for how schools may successfully address the myriad needs of survivors will be provided. (Contains 5 tables and 1 figure.)