A Service User Perspective Informing the Role of Occupational Therapy in School Transition Practice for High School Learners with TBI: An African Perspective

Table 1

Selection criteria for the study participants.

Inclusion criteria	Exclusion criteria
Adolescent learners; (i) Participants within middle and late adolescence (13 to 20 years of age); (ii) Participants with an onset of TBI within adolescence; (iii) Participants with stage 3 mild, moderate, and severe TBI. The severity of the TBI was obtained from the participants’ medical records; (iv) Participants that resided in four urban districts and two rural districts in the Western Cape, South Africa; (v) Participants who have had intervention by a medical doctor and rehabilitation by member(s) of a multidisciplinary team; (vi) Participants who have reentered school (ordinary or special schools) for at least three months post TBI; (vii) Participants who have attended an ordinary secondary school prior to the onset of the TBI and not have required specialist learning support during their prior school history; (viii) Participants from any racial group to account for cultural and ethnic diversity but who had to be able to understand questions and communicate in English, Afrikaans, or isiXhosa (the three predominant languages spoken in the Western Cape Province)	(i) Participants with severe cognitive and language impairments post TBI; (ii) Participants with premorbid psychiatric conditions
Primary caregivers; (i) Participants resided in the above-mentioned districts of the Western Cape; (ii) Participants were the primary person caring for the learner; (iii) Participants had to be able to communicate in English, Afrikaans, or isiXhosa
Teachers and principals; (i) Participants were based at the ordinary school that the learner returned to post TBI or were based at the special school that the learner was transferred to post TBI; (ii) Participants had to be able to communicate in English, Afrikaans, or isiXhosa; (In addition, a teacher is needed to be identified by the learner as knowing him/her the best and who was part of the high school transition)