Students with traumatic brain injury OTBO often differ from their peers in significant ways. These differences must be attended to programmatically. This article targets responsibilities that educators have to students with TBI. Educators must relate the students' learning problems to their skill levels and learning styles to provide successful learning experiences for them. Approaches to program selection for a variety of students are described. Teaching techniques and strategies that benefit students also are delineated. A cognitive approach to teaching and learning is emphasized