Return to higher education in people with acquired brain injury: A narrative review.

Abstract

Acquired Brain Injury (ABI) is a group of neurological pathologies that can significantly impact the lives of people in higher education, however, they are not necessarily visible to the educational community. Objective: This paper seeks to characterize the main difficulties faced by individuals, to determine those factors associated with successful (an unsuccessful) return to education, and to describe the intervention strategies designed to support this process. Methodology: Narrative review (non-systematic) with a qualitative approach on the scientific and theoretical literature related to ABI and the processes of return to higher education. Results: The literature review identified the existence of individual, socio-emotional, environmental and cultural factors that interfere negatively in the return to studies. Neuropsychological rehabilitation has been shown to be a useful approach to help people who wish to continue their higher education despite difficulties resulting from brain injury. Conclusions: Rehabilitation helps to reduce the effect of problems and contribute to reintegration processes. However, greater involvement of institutions and the community is necessary to advance inclusion.