A traumatic brain injury is defined as a disruption of the normal functioning of the brain. These are damages caused by external forces such as a blow, a jolt or a penetrating head trauma; something happens to the brain, due to a blocked vessel, swelling, or an infection in the brain. Brain lesions can be open or closed. A brain injury is open when something from the outside enters the skull. A closed head injury can be a violent blow to the head but can also be a rapid change in the movement of the skull, for example, violent shaking, a contact injury with a windshield etc. Cognitive Difficulties: Memory3a) Define or describe the difficulties or the meaning of the concept and how it might impact a student with TBI People who suffer from a traumatic brain injury have difficulty following class schedules, being on time in class, turning in homework on time due to poor memory, forgetting to take medications. A person with a head injury, depending on the severity of the injury, may have difficulty remembering recently introduced information and events. Additionally, these people have more problems with short-term memory than long-term memory, which explains why people are usually able to remember what happened a long time ago. It is also possible that the person only remembers parts of an event and the person may piece memories together and create one where they have filled in the gaps within the event with things that didn't actually happen but that they remember happening due to 3b ) For what other area of ​​disability is this difficulty often evident? Victims of traumatic brain injury may have long-term and short-term memory difficulties, which is a common characteristic of children with learning disabilities. The children with...... half of the paper ......are their answers with a peer. Turnbull also suggests monitoring the student's responses and, if the student shows no signs of understanding the content, modifying the instruction immediately and not once the lesson has been taught (301). It is also important to inform the child about correct and incorrect answers. This immediate feedback allows the child with language processing difficulties to see when he or she is behaving in the desired way and what he or she may need to work on. After giving the student time to process the information and formulate his or her thoughts, allow the child to summarize the information in his or her own words if necessary. Overall, it is important for the teacher to remember to limit the conversation to one person at a time to limit multiple verbal inputs and to speak slowly and not too much that may require skills the person has not yet developed.