School outcomes of adolescents with cerebral palsy in Sweden
Jarl, Johan LU
and Alriksson-Schmidt, Ann
LU
(2021)
In Developmental Medicine and Child Neurology
63(4).
p.429-435
- Abstract
AIM: To study school outcomes of adolescents with cerebral palsy (CP) compared with a matched comparison group from the general population, and to observe to what extent sociodemographic and disability-specific factors are associated with school outcomes.
METHOD: This was a register study of persons with CP in Sweden, born between 1990 and 1999, with a matched comparison group. Logistic regressions were used to estimate the associations between CP and disability-specific factors and school outcomes (receiving final grades, grade scores, fulfilling the requirements for progressing to secondary school/university, and attending secondary school).
RESULTS: Children with CP had substantially lower school achievement compared with... (More)
AIM: To study school outcomes of adolescents with cerebral palsy (CP) compared with a matched comparison group from the general population, and to observe to what extent sociodemographic and disability-specific factors are associated with school outcomes.
METHOD: This was a register study of persons with CP in Sweden, born between 1990 and 1999, with a matched comparison group. Logistic regressions were used to estimate the associations between CP and disability-specific factors and school outcomes (receiving final grades, grade scores, fulfilling the requirements for progressing to secondary school/university, and attending secondary school).
RESULTS: Children with CP had substantially lower school achievement compared with a general population sample. Much of the difference can be attributed to intellectual disability; however, CP remained strongly negatively associated with school outcomes. Ability to communicate in an effective manner explained most of the variation in children with CP, whereas motor function played a smaller role.
INTERPRETATION: The results suggest that school achievements might be improved if the communication barrier could be reduced, for example by ascertaining access to appropriate communication devices and by educators being aware that communicative difficulties do not necessarily imply intellectual disability. This might enhance the school experience and create an environment where children with CP can reach their full potential.
(Less)
- author
- Jarl, Johan
LU
and Alriksson-Schmidt, Ann
LU
- organization
- publishing date
- 2021
- type
- Contribution to journal
- publication status
- published
- subject
- in
- Developmental Medicine and Child Neurology
- volume
- 63
- issue
- 4
- pages
- 429 - 435
- publisher
- John Wiley & Sons Inc.
- external identifiers
-
- pmid:33325036
- scopus:85097542077
- ISSN
- 0012-1622
- DOI
- 10.1111/dmcn.14769
- language
- English
- LU publication?
- yes
- additional info
- © 2020 The Authors. Developmental Medicine & Child Neurology published by John Wiley & Sons Ltd on behalf of Mac Keith Press.
- id
- 0b83f386-2ec3-4a69-8269-37d2eff68406
- date added to LUP
- 2020-12-21 08:12:33
- date last changed
- 2024-07-11 04:13:34
@article{0b83f386-2ec3-4a69-8269-37d2eff68406,
abstract = {{<p>AIM: To study school outcomes of adolescents with cerebral palsy (CP) compared with a matched comparison group from the general population, and to observe to what extent sociodemographic and disability-specific factors are associated with school outcomes.</p><p>METHOD: This was a register study of persons with CP in Sweden, born between 1990 and 1999, with a matched comparison group. Logistic regressions were used to estimate the associations between CP and disability-specific factors and school outcomes (receiving final grades, grade scores, fulfilling the requirements for progressing to secondary school/university, and attending secondary school).</p><p>RESULTS: Children with CP had substantially lower school achievement compared with a general population sample. Much of the difference can be attributed to intellectual disability; however, CP remained strongly negatively associated with school outcomes. Ability to communicate in an effective manner explained most of the variation in children with CP, whereas motor function played a smaller role.</p><p>INTERPRETATION: The results suggest that school achievements might be improved if the communication barrier could be reduced, for example by ascertaining access to appropriate communication devices and by educators being aware that communicative difficulties do not necessarily imply intellectual disability. This might enhance the school experience and create an environment where children with CP can reach their full potential.</p>}},
author = {{Jarl, Johan and Alriksson-Schmidt, Ann}},
issn = {{0012-1622}},
language = {{eng}},
number = {{4}},
pages = {{429--435}},
publisher = {{John Wiley & Sons Inc.}},
series = {{Developmental Medicine and Child Neurology}},
title = {{School outcomes of adolescents with cerebral palsy in Sweden}},
url = {{http://dx.doi.org/10.1111/dmcn.14769}},
doi = {{10.1111/dmcn.14769}},
volume = {{63}},
year = {{2021}},
}