Academic attainment and special educational needs in extremely preterm children at 11 years of age : the EPICure Study
Johnson, Samantha J., Hennessy, Enid M., Smith, R. (Rebecca), Trikic, Rebecca, Wolke, Dieter and Marlow, Neil. (2009) Academic attainment and special educational needs in extremely preterm children at 11 years of age : the EPICure Study. Archives of Disease in Childhood, Vol.94 (No.4). F283-F289. ISSN 0003-9888
WRAP_Wolke_Epicure.pdf - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Official URL: http://dx.doi.org/10.1136/adc.2008.152793
Aim: To assess academic attainment and special educational needs (SEN) in extremely preterm (EP) children in middle childhood.
Methods: Of 307 EP (=25 weeks) survivors born in the UK and Ireland in 1995, 219 (71%) were re-assessed at 11 years, with a comparison group of 153 classmates born at term, using standardised tests of cognitive ability and academic attainment and teacher reports of school performance and special educational needs (SEN). Multiple imputation was used to correct for selective dropout.
Results: EP children had significantly lower scores than classmates for cognitive ability (-20 points; 95%CI: -23,-17), reading (-18 points; -22,-15) and mathematics (-27 points; -31,-23). Twenty-nine (13%) EP children attended special school. In mainstream schools, 105 (57%) EP children had SEN (OR: 10; 6, 18) and 103 (55%) required SEN resource provision (OR: 10; 5, 18). Teachers rated 50% of EP children with attainment below the average range compared with 5% of classmates (OR: 18; CI: 8, 41). EP children who are entered for mainstream education an academic year early due to preterm birth had similar academic attainment but required more SEN support (OR: 2; 1.1,3.8).
Conclusions: EP survivors remain at high risk for learning impairments and poor academic attainment in middle childhood. A significant proportion require full-time specialist education and over half of those attending mainstream schools require additional health or educational resources in order to access the national curriculum. The prevalence and impact of SEN is likely to increase as these children approach the transition to secondary school.
|Item Type:||Journal Article|
|Subjects:||R Medicine > R Medicine (General)
L Education > LB Theory and practice of education
|Divisions:||Faculty of Medicine > Warwick Medical School|
|Library of Congress Subject Headings (LCSH):||Premature infants -- Development, Premature infants -- Education, Educational attainment, Academic achievement, Special education|
|Journal or Publication Title:||Archives of Disease in Childhood|
|Official Date:||12 March 2009|
|Access rights to Published version:||Open Access|
1. Marlow N, Wolke D, Bracewell MA, Samara M. Neurologic and developmental
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