Are the special educational needs of children in their first year in primary school in Ireland being identified: a cross-sectional study

Show simple item record

dc.contributor.author Curtin, Margaret
dc.contributor.author Baker, Denise
dc.contributor.author Staines, Anthony
dc.contributor.author Perry, Ivan J.
dc.date.accessioned 2016-02-02T16:12:49Z
dc.date.available 2016-02-02T16:12:49Z
dc.date.issued 2014-02-19
dc.identifier.citation CURTIN, M., BAKER, D., STAINES, A. & PERRY, I. J. 2014. Are the special educational needs of children in their first year in primary school in Ireland being identified: a cross-sectional study. BMC Pediatrics, 14:52, 1-9. http://dx.doi.org/10.1186/1471-2431-14-52 en
dc.identifier.volume 14 en
dc.identifier.startpage 1 en
dc.identifier.endpage 9 en
dc.identifier.issn 1471-2431
dc.identifier.uri http://hdl.handle.net/10468/2244
dc.identifier.doi 10.1186/1471-2431-14-52
dc.description.abstract Background: If the window of opportunity presented by the early years is missed, it becomes increasingly difficult to create a successful life-course. A biopsychosocial model of special educational need with an emphasis on participation and functioning moves the frame of reference from the clinic to the school and the focus from specific conditions to creating supportive environments cognisant of the needs of all children. However, evidence suggests that an emphasis on diagnosed conditions persists and that the needs of children who do not meet these criteria are not identified. The Early Development Instrument (EDI) is a well-validated, teacher-completed population-level measure of five domains of child development. It is uniquely placed, at the interface between health and education, to explore the developmental status of children with additional challenges within a typically developing population. The aim of this study was to examine the extent to which the special educational needs of children in their first year of formal education have been identified. Methods: This cross-sectional study was conducted in Ireland in 2011. EDI (teacher completed) scores were calculated for 1344 children. Data were also collected on special needs and on children identified by the teacher as needing assessment. Mean developmental scores were compared using one-way ANOVA. Results: Eighty-three children in the sample population (6.2%) had identified special educational needs. A further 132 children were judged by the teacher as needing assessment. Children with special needs had lower mean scores than typically developing children, in all five developmental domains. Children considered by the teacher as needing assessment also had lower scores, which were not significantly different from those of children with special needs. Speech, emotional or behavioural difficulties were the most commonly reported problems among children needing further assessment. There was also a social gradient among this group. Conclusions: A small but significant number of children have not had their needs adequately assessed. Teacher observation is an effective means of identifying children with a level of impairment which prevents them from fully participating in their educational environment and could be integrated into a multi-disciplinary approach to meeting the needs of all children. en
dc.description.sponsorship Health Research Board (PhD Scholars Programme in Health Service Research Grant Number PHD/2007/16) en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher BioMed Central Ltd. en
dc.rights © Curtin et al.; licensee BioMed Central Ltd. 2014. This article is published under license to BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://​creativecommons.​org/​licenses/​by/​2.​0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. en
dc.rights.uri http://​creativecommons.​org/​licenses/​by/​2.​0 en
dc.subject Child development en
dc.subject Special educational needs en
dc.subject Population-health en
dc.subject Social determinants of health en
dc.subject Educational needs assessment en
dc.title Are the special educational needs of children in their first year in primary school in Ireland being identified: a cross-sectional study en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Ivan Perry, Department of Epidemiology and Public Health, University College Cork, Cork, Ireland. +353-21-490-3000 Email: i.perry@ucc.ie en
dc.internal.availability Full text available en
dc.description.version Published Version en
dc.internal.rssid 271354805
dc.contributor.funder Health Research Board en
dc.description.status Peer reviewed en
dc.identifier.journaltitle BMC Pediatrics en
dc.internal.IRISemailaddress i.perry@ucc.ie en
dc.identifier.articleid 52


Files in this item

This item appears in the following Collection(s)

Show simple item record

© Curtin et al.; licensee BioMed Central Ltd. 2014. This article is published under license to BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://​creativecommons.​org/​licenses/​by/​2.​0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. Except where otherwise noted, this item's license is described as © Curtin et al.; licensee BioMed Central Ltd. 2014. This article is published under license to BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://​creativecommons.​org/​licenses/​by/​2.​0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited.
This website uses cookies. By using this website, you consent to the use of cookies in accordance with the UCC Privacy and Cookies Statement. For more information about cookies and how you can disable them, visit our Privacy and Cookies statement