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The long-term consequences of preterm birth : what do teachers know?
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Johnson, Samantha J., Gilmore, Camilla, Gallimore, Ian, Jaekel, Julia and Wolke, Dieter (2015) The long-term consequences of preterm birth : what do teachers know? Developmental Medicine & Child Neurology, 57 (6). pp. 571-577. doi:10.1111/dmcn.12683 ISSN 0012-1622.
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Official URL: http://dx.doi.org/10.1111/dmcn.12683
Abstract
Aim:
The knowledge and information needs of education professionals were assessed to determine how prepared they feel to support the growing number of preterm children entering schools today.
Method:
In a national survey, 585 teachers and 212 educational psychologists completed the Preterm Birth-Knowledge Scale (PB-KS) to assess knowledge of outcomes following preterm birth. Total scores (range 0–33) were compared between groups and the impact of demographic characteristics on knowledge was analysed. Training and information needs were also assessed.
Results:
Teaching staff (mean 14.7, SD 5.5) had significantly lower knowledge scores than educational psychologists (mean 17.1, SD 5.0; p<0.001); both had significantly lower scores than neonatal clinicians surveyed previously (mean 26.0, SD 3.6; p<0.001). Education professionals' poorest areas of knowledge related to the most frequent adverse outcomes following preterm birth. Only 16% of teaching staff had received training about preterm birth and more than 90% requested more information. Having a special educational needs role and being employed at least 16 years were associated with higher knowledge scores.
Interpretation:
Education professionals have poor knowledge of the needs of children born preterm and most feel ill-equipped to support them in school. As teachers have primary responsibility for providing long-term support for children born preterm, this is of significant public health and educational concern.
Item Type: | Journal Article | ||||||||
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Subjects: | L Education > LB Theory and practice of education | ||||||||
Divisions: | Faculty of Science, Engineering and Medicine > Medicine > Warwick Medical School > Health Sciences > Mental Health and Wellbeing Faculty of Science, Engineering and Medicine > Science > Psychology Faculty of Science, Engineering and Medicine > Medicine > Warwick Medical School |
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Library of Congress Subject Headings (LCSH): | Premature infants -- Long-term care, Teachers -- Training of | ||||||||
Journal or Publication Title: | Developmental Medicine & Child Neurology | ||||||||
Publisher: | Wiley-Blackwell Publishing Ltd. | ||||||||
ISSN: | 0012-1622 | ||||||||
Official Date: | June 2015 | ||||||||
Dates: |
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Volume: | 57 | ||||||||
Number: | 6 | ||||||||
Page Range: | pp. 571-577 | ||||||||
DOI: | 10.1111/dmcn.12683 | ||||||||
Status: | Peer Reviewed | ||||||||
Publication Status: | Published | ||||||||
Access rights to Published version: | Restricted or Subscription Access | ||||||||
Date of first compliant deposit: | 28 December 2015 | ||||||||
Date of first compliant Open Access: | 28 January 2016 | ||||||||
Funder: | Nuffield Foundation (NF), Royal Society (Great Britain). Dorothy Hodgkin Fellowship (RSDHF) | ||||||||
Grant number: | EDU/40442 |
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