scholarly journals Educational and health outcomes of children and adolescents receiving antidepressant medication: Scotland-wide retrospective record linkage cohort study of 766 237 schoolchildren

2020 ◽  
Vol 49 (4) ◽  
pp. 1380-1391
Author(s):  
Michael Fleming ◽  
Catherine A Fitton ◽  
Markus F C Steiner ◽  
James S McLay ◽  
David Clark ◽  
...  
Keyword(s):  
Health Outcomes ◽  
Record Linkage ◽  
Antidepressant Medication ◽  
Educational Needs ◽  
Administrative Databases ◽  
Special Educational Needs ◽  
Education And Health ◽  
Wide Range ◽  
Adjusted Incidence Rate ◽  
Educational Need

Abstract Background Childhood depression is relatively common, under-researched and can impact social and cognitive function and self-esteem. Methods Record linkage of routinely collected Scotland-wide administrative databases covering prescriptions [prescribing information system (PIS)], hospitalizations (Scottish Morbidity Records 01 and 04), maternity records (Scottish Morbidity Records 02), deaths (National Records of Scotland), annual pupil census, school absences/exclusions, special educational needs (Scottish Exchange of Educational Data; ScotXed), examinations (Scottish Qualifications Authority) and (un)employment (ScotXed) provided data on 766 237 children attending Scottish schools between 2009 and 2013 inclusively. We compared educational and health outcomes of children receiving antidepressant medication with their peers, adjusting for confounders (socio-demographic, maternity and comorbidity) and explored effect modifiers and mediators. Results Compared with peers, children receiving antidepressants were more likely to be absent [adjusted incidence rate ratio (IRR) 1.90, 95% confidence interval (CI) 1.85–1.95] or excluded (adjusted IRR 1.48, 95% CI 1.29–1.69) from school, have special educational needs [adjusted odds ratio (OR) 1.77, 95% CI 1.65–1.90], have the lowest level of academic attainment (adjusted OR 3.00, 95% CI 2.51–3.58) and be unemployed after leaving school (adjusted OR 1.88, 95% CI 1.71–2.08). They had increased hospitalization [adjusted hazard ratio (HR) 2.07, 95% CI 1.98–2.18] and mortality (adjusted HR 2.73, 95% CI 1.73–4.29) over 5 years’ follow-up. Higher absenteeism partially explained poorer attainment and unemployment. Treatment with antidepressants was less common among boys than girls (0.5% vs 1.0%) but the associations with special educational need and unemployment were stronger in boys. Conclusions Children receiving antidepressants fare worse than their peers across a wide range of education and health outcomes. Interventions to reduce absenteeism or mitigate its effects should be investigated.

scholarly journals Whole School SEND (WSS) Review: study protocol for a two-arm pragmatic parallel cluster randomised controlled trial in 160 English secondary schools

Trials ◽  
2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Stephen Morris ◽  
Andrew Smith ◽  
Cathy Lewin ◽  
Peter Hick ◽  
Jordan Harrison
Keyword(s):  
School Change ◽  
English Language ◽  
Controlled Trial ◽  
Cluster Randomised Controlled Trial ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Whole School ◽  
Cluster Randomised ◽  
Educational Need ◽  
Randomised Controlled

Abstract Background The trial will study the effects of the Whole School SEND Review on secondary school pupils in English mainstream education, to understand the impact of the intervention on academic attainment, wellbeing, and school attendance. The Review is designed to facilitate whole-school change through providing enhanced, intensive and sustained support and training in inclusive education for school special educational needs coordinators and leadership teams. The trial will have a specific focus on pupils designated as having special educational needs or disabilities. Methods We recruited 160 English secondary schools (approx. 58,000 pupils across two cohorts) to a two-arm pragmatic parallel cluster randomised controlled trial, with allocation at the school level. Randomisation will be stratified by school region. The primary outcome is attainment in English language (using standardised national test results at 16 years) for pupils designated as having a special educational need (approx. 4000 pupils). Secondary outcomes will be measured for pupils both with and without a special educational need designation and include pupil wellbeing (measured using the Strengths and Difficulties Questionnaire), absences and exclusions, and attainment in Mathematics and English language at 16 years. The intervention will be implemented from July 2021 and analysis of outcomes (for the year 9 cohort) will take place in September 2023, with further analysis (for the year 8 cohort) in September 2024 if the evaluation shows that acceptable implementation fidelity has been achieved. Discussion Pupils with special educational needs represent a significant and often vulnerable part of the secondary school population, are disproportionately likely to be excluded from school, eligible for free school meals, or supported by children’s social care. Despite these multiple important areas of need, school leaders report substantial challenges in making additional provision for this group. Previous research has highlighted the development of inclusive school cultures (rather focusing primarily on targeted individualised approaches) as being important. This trial will investigate how an intervention designed to drive whole school change may lead to outcomes for pupils with and without a special educational needs designation. As such, this trial is expected to make an important contribution to research evidence and to UK educational policy. Trial registration ISRCTN registry ISRCTN11339306. Registered on 12 March 2020 (retrospectively registered).

Necesidades Educativas Especiales y Educación Física: un análisis desde la propuesta curricular ministerial de Chile (Special Educational Needs and Physical Education: an analysis from the Chilean ministerial curricular proposal)

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 56-65
Author(s):  
Franklin Castillo-Retamal ◽  
Bastián Cárcamo Garrido ◽  
Héctor Aravena Calderón ◽  
Alfonso Valenzuela Zakuda ◽  
Tomás Pérez Farías ◽  
...  
Keyword(s):  
Physical Education ◽  
National Curriculum ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Education And Health ◽  
Documentary Analysis ◽  
Qualitative Descriptive ◽  
General Work

  El artículo tiene como objetivo analizar las Bases Curriculares (BC) de la asignatura de Educación Física y Salud (EFS) en relación con la atención de estudiantes con Necesidades Educativas Especiales (NEE). Se utilizó una metodología cualitativa de tipo descriptiva que tiene como procedimiento el análisis bibliográfico y documental. Los resultados indican que las BC no están diseñadas en lo específico para trabajar con estudiantes con NEE puesto que no existen orientaciones puntuales para ello, sino que el enfoque está en el trabajo general con estudiantes que no tienen dificultad para conseguir los objetivos y habilidades establecidas por el currículo nacional chileno. Se concluye que las BC están orientadas a la homogeneidad del alumnado y presenta poca o nula utilidad en el abordaje de la EFS propiamente tal en este grupo. Abstract. The article aims to analyze the Curricular Bases (BC) of the Physical Education and Health (EFS) subject in relation to the attention of students with Special Educational Needs (SEN). A qualitative descriptive methodology was used that has as a procedure the bibliographic and documentary analysis. The results indicate that the BC are not specifically designed to work with students with SEN since there are no specific guidelines for it, but rather that the focus is on general work with students who do not have difficulty in achieving the objectives and skills established by the national curriculum. It is concluded that the BC are oriented to the homogeneity of the students and that their usefulness does not contribute to the approach of the SAI itself in this group.

scholarly journals Educational and health outcomes of schoolchildren in local authority care in Scotland: A retrospective record linkage study

PLoS Medicine ◽  
2021 ◽  
Vol 18 (11) ◽  
pp. e1003832
Author(s):  
Michael Fleming ◽  
James S. McLay ◽  
David Clark ◽  
Albert King ◽  
Daniel F. Mackay ◽  
...  
Keyword(s):  
Health Outcomes ◽  
Educational Outcomes ◽  
Protective Factor ◽  
Local Authority ◽  
Hospital Admissions ◽  
Linkage Study ◽  
Looked After Children ◽  
Adjusted Incidence Rate ◽  
Self Harm ◽  
Educational Need

Background Looked after children are defined as children who are in the care of their local authority. Previous studies have reported that looked after children have poorer mental and physical health, increased behavioural problems, and increased self-harm and mortality compared to peers. They also experience poorer educational outcomes, yet population-wide research into the latter is lacking, particularly in the United Kingdom. Education and health share a bidirectional relationship; therefore, it is important to dually investigate both outcomes. Our study aimed to compare educational and health outcomes for looked after children with peers, adjusting for sociodemographic, maternity, and comorbidity confounders. Methods and findings Linkage of 9 Scotland-wide databases, covering dispensed prescriptions, hospital admissions, maternity records, death certificates, annual pupil census, examinations, school absences/exclusions, unemployment, and looked after children provided retrospective data on 715,111 children attending Scottish schools between 2009 and 2012 (13,898 [1.9%] looked after). Compared to peers, 13,898 (1.9%) looked after children were more likely to be absent (adjusted incidence rate ratio [AIRR] 1.27, 95% confidence interval [CI] 1.24 to 1.30) and excluded (AIRR 4.09, 95% CI 3.86 to 4.33) from school, have special educational need (SEN; adjusted odds ratio [AOR] 3.48, 95% CI 3.35 to 3.62) and neurodevelopmental multimorbidity (AOR 2.45, 95% CI 2.34 to 2.57), achieve the lowest level of academic attainment (AOR 5.92, 95% CI 5.17 to 6.78), and be unemployed after leaving school (AOR 2.12, 95% CI 1.96 to 2.29). They were more likely to require treatment for epilepsy (AOR 1.50, 95% CI 1.27 to 1.78), attention deficit hyperactivity disorder (ADHD; AOR 3.01, 95% CI 2.76 to 3.27), and depression (AOR 1.90, 95% CI 1.62 to 2.22), be hospitalised overall (adjusted hazard ratio [AHR] 1.23, 95% CI 1.19 to 1.28) for injury (AHR 1.80, 95% CI 1.69 to 1.91) and self-harm (AHR 5.19, 95% CI 4.66 to 5.78), and die prematurely (AHR 3.21, 95% CI 2.16 to 4.77). Compared to children looked after at home, children looked after away from home had less absenteeism (AIRR 0.35, 95% CI 0.33 to 0.36), less exclusion (AIRR 0.63, 95% CI 0.56 to 0.71), less unemployment (AOR 0.53, 95% CI 0.46 to 0.62), and better attainment (AIRR 0.31, 95% CI 0.23 to 0.40). Therefore, among those in care, being cared for away from home appeared to be a protective factor resulting in better educational outcomes. The main limitations of this study were lack of data on local authority care preschool or before 2009, total time spent in care, and age of first contact with social care. Conclusions Looked after children had poorer health and educational outcomes than peers independent of increased neurodevelopmental conditions and SEN. Further work is required to understand whether poorer outcomes relate to reasons for entering care, including maltreatment and adverse childhood events, neurodevelopmental vulnerabilities, or characteristics of the care system.

scholarly journals A CHILD WITH SPECIAL EDUCATIONAL NEEDS AT POLISH PRESCHOOL INSTITUTION

2018 ◽  
pp. 154-161
Author(s):  
Magdalen Pleskura
Keyword(s):  
Inclusive Education ◽  
Positive Reinforcement ◽  
Behavioral Therapy ◽  
Preschool Education ◽  
Educational Needs ◽  
Individual Development ◽  
Special Educational Needs ◽  
Wide Range ◽  
Self Service ◽  
Pedagogical Research

The article examines the possibilities of preschool education at Polish kindergartens for children with special educational needs (hereinafter referred to as "SEN"). The emphasis is on inclusive education, which aims at ensuring individual development of the child with SEN and the proper functioning of the inclusive group. The author reveals the methodology of construction of an individual educational and therapeutic program. It is developed during the first thirty days of the child's staying at preschool institution by a multidisciplinary team appointed by the director, based on an interdisciplinary assessment sheet of the level of functioning of each child.The role of an assistant teacher in adapting the child with special educational needs to the preschool environment is described in detail. It helps to establish social contacts with other children, to achieve self-service standards, initiates games, strengthens the child's self-esteem, mobilizes for tasks, explains to other children the behavior and reaction of children with SENs, encourages socially acceptable behaviors, reacts to aggression and auto aggression, etc. The assistant teacher applies a wide range of techniques (positive reinforcement, behavioral therapy elements, training to replace aggression, games, etc.).The author distinguishes the professional competences of inclusive education specialists, in particular the ability to diagnose and interpret their results, provide continuous observation and psycho-pedagogical research, introduce advanced educational experience, readiness for abnormal work according to the needs of the child, knowledge of the medical issues about the nature of the disease / child's dysfunction, identification of a positive emotional attitude towards pupils, belief in the value of integration of education and training of children with disabilities.

Monitoring the Quality of Comprehensive Support for Young Children with Special Educational Need in Social Protection Institutions

2020 ◽  
Vol 8 (2) ◽  
pp. 44-48
Author(s):  
A. Guseynova ◽  
A. Nekrasova ◽  
G. Paramonova
Keyword(s):  
Young Children ◽  
Social Protection ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Raising Children ◽  
Educational Need

The article presents the results of psychological and pedagogical diagnostics of the main lines of development of young children in the institution of social protection. The authors give the results of a survey of parents raising children with special educational needs as part of a comprehensive support.

The Impending Special Education Qualifications Crisis in Victoria

2007 ◽  
Vol 31 (2) ◽  
pp. 139-145
Author(s):  
Tony Thomas
Keyword(s):  
Special Education ◽  
Response Rate ◽  
Educational Needs ◽  
High Response Rate ◽  
High Response ◽  
Teacher Qualifications ◽  
Special Educational Needs ◽  
Wide Range ◽  
Older Teachers ◽  
Very High

Given concern about the decreasing numbers of staff with qualifications in special education in Victorian government specialist schools (schools for students with special educational needs), a survey was distributed to all 81 of these schools to gather information about teacher qualifications and age. A very high response rate of 94% was obtained. The results showed a very wide range of numbers of staff possessing a special education qualification in different schools. It is of concern that in 15 schools (almost 20% of respondent schools) fewer than half the staff had special education qualifications, while in a further 33 schools (43%) between 50% and 79% of the staff had special education qualifications. To add to this concern, there was a large proportion of older teachers in the schools, with 70% of principals and 40% of teachers likely to retire over the next five years. The implications of this for the staffing of the specialist schools are discussed, leading to suggestions for the future.

scholarly journals Right to education – young people with disabilities and children with special educational needs

2021 ◽  
pp. 304-313
Author(s):  
Ildiko Laki
Keyword(s):  
Public Education ◽  
Young People ◽  
Educational Needs ◽  
The Other ◽  
Special Educational Needs ◽  
The Public ◽  
Other Hand ◽  
Educational Need ◽  
Complex Forms ◽  
The One

One of the biggest educational challenges of the past decades is the question of the social and educational integration of young people with special educational needs (SEN) and/or youth and young adults with disabilities. The importance of the topic is provided by two factors; there is a clearly rising trend in the increase in the number of children with special educational needs, which can be identified almost immediately among the children due to the methodological results, on the one hand, and it has become a feature of the public education that was able to launch many segments of the market – developments, movement therapy, complex forms of education based on special needs – and, as a result, industries are slowly beginning to emerge to create opportunities for them to enter the system, on the other hand. In the case of the public education, the SEN category also represents a kind of set of problems, because in the case of students who study at a normal pace, those belonging to the SEN group only experience disadvantages. The purpose of this summary is, on the one hand, to describe the concept and the framework of the content of the special educational needs used in the public education, and, on the other hand, to summarize the types of disabilities in the light of such data. The study also seeks to give an answer to the question how the determination of the disability is able to reflect a specific educational need, and shed light on the usable, more relevant concept from the perspective of the interested persons.

scholarly journals Possibilities of Inclusive Education for Students With Special Educational Needs

2018 ◽  
Vol 3 (2) ◽  
pp. 21
Author(s):  
Jana Kožárová
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Whole Child ◽  
Special Educational Needs ◽  
Paper Briefly ◽  
Number Of Children ◽  
Psychosocial Conditions ◽  
Spectrum Disorders ◽  
Educational Need ◽  
Children First

There are approximately 800 million young children worldwide affected by biological, environmental and psychosocial conditions that can limit their cognitive development. In Europe, recent estimates place the number of children with special educational needs (SEN) at 15 million. Conservative estimates state that dyslexia, a learning disability that impedes a person’s ability to read, affects approximately 6 percent of Europe’s population, whilst the prevalence of autistic spectrum disorders is also estimated to be higher than previously thought. Children with SEN frequently leave school with few qualifications and are much more likely to become unemployed or economically inactive. Children with SEN are children first and have much in common with other children of the same age. There are many aspects to a child’s development that make up the whole child, including-personality, the ability to communicate (verbal and non-verbal), resilience and strength, the ability to appreciate and enjoy life and the desire to learn. Each child has individual strengths, personality and experiences so particular disabilities will impact differently on individual children. A child’s special educational need should not define the whole child. Presented paper briefly introduces different categories of special educational needs and subsequently describies inclusive education as a concept potentially successful for their academic and vocational performance.

scholarly journals Oculomotor control in children with Special Educational Needs (SEN): the development and piloting of a novel app-based therapeutic intervention

2021 ◽  
Author(s):  
Rosie Clark ◽  
Cathy Williams ◽  
Iain D. Gilchrist
Keyword(s):  
Eye Movement ◽  
Movement Control ◽  
Educational Needs ◽  
Oculomotor Control ◽  
Special Educational Needs ◽  
Eye Movement Control ◽  
Movement Training ◽  
Wide Range ◽  
Full Study ◽  
High Level

AbstractChildren with Special Educational Needs (SEN) often have impaired eye movement control which can impact on a wide range of everyday activities including in the classroom, socialising, participation in sport or crossing a road. Although some health practitioners offer eye movement therapies these tend not to have been systematically developed or evaluated. We have developed a new app to deliver eye movement training, based on detailed scientific understanding of eye movement control and extensive clinical experience with this patient group. We first investigated the acceptability of the app within several schools and made modifications based on detailed feedback from the children. Next, we conducted a pilot study to test the feasibility of using the app with 12 children (5–17 years old) who had SEN. The children successfully undertook app-based training for 10 min per day for 4–5 weeks. There was a high level of attendance and no attrition. We found some variation across participants in their ability to play on the app and the level of engagement. This indicates that pre-assessing children for ability and engagement may be important. This encouraging proof of concept study justifies the development of a full study. Given the time and money spent on existing commercially-offered or internet-based non-validated therapies, this would have substantial patient benefit regardless of the outcome: evidence of no effect could reassure parents that this kind of treatment was not needed, whilst evidence of effect suggests this as a useful treatment for children with poor oculomotor control.

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