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

Table 4

Support needs for reentrance and participation in school post TBI.

Categories	Subcategories
(i) Enhancing day-day function: relearning old and learning new functions	(i) Relearning old function; (ii) Relearning new function
(i) Effective communication channels as part of the planning for school reentry	(i) Effective communication between other team members, learners and their primary care-givers impacting on learners’ preparedness for school reentry; (ii) Intersectoral communication between the Departments of Health and Education regarding learners’ abilities and needs
(i) Learner support strategies	(i) Peer support; (ii) Effective implementation of environmental and instructional accommodations; (iii) Effective implementation of assessment accommodations
(i) Adequate resources within the Department of Education to provide the required learner support in ordinary schools	(i) Adequate human resources to provide specialized learner support; (ii) Adequate training of educators in ordinary schools on relevant policy and learning support
(i) Accessibility and safety within ordinary schools	(i) Physical access; (ii) Limiting attitudinal barriers; (iii) Safety within and around ordinary schools
(i) Psychoemotional support to both the learner and family	(i) Psychoemotional support to the learner; (ii) Psychoemotional support to the family
(i) Timeous financial assistance from the government	(i) Limit financial constraints that hamper learner access to support; (ii) Limit financial implications on household for out of pocket expenditure to support the learner’s needs