Educational outcomes of children in Wales with cerebral palsy

Background with rationaleIt is recognized that children with disability have special educational needs (SEN). They are likely to have poor school attendance and do not achieve well academically. Many children with a cerebral palsy (CP) have SEN but little is known about their educational provision or outcomes. Main AimTo investigate the educational experience of children in Wales with CP and describe the type of SEN and SEN provision; school attendance; achievement—teacher assessments at the end of the Foundation Phase and Key Stages 2 and 3 of the National Curriculum (NC)—and in General Certificate of Secondary Education (GCSE) examinations. Methods/ApproachData from the Pupil Level Annual School Census (PLASC), NC and GCSE results from 2009 to 2016 were linked with routine e-health records of primary and secondary health care data held in SAIL. The health care records were used to identify pupils who, potentially, had a cerebral palsy. ResultsThe linked data set included around 360,000 pupils per school census of whom 1200–1400 per school census were identified as having a CP, representing a crude prevalence of 0.4%. Adjusted for age, year and sex, there was no significant variation in prevalence by area deprivation. Around 60% of children with a CP have a statement of SEN; over a quarter of CP children are educated in special schools; CP children in mainstream (primary, middle and secondary) schools tended to miss more school sessions (~50% more) than other children and lower percentages achieved the expected levels at Key Stages 2 and 3 and the Level 2 GCSE threshold. Conclusion/Implications This work demonstrates the utility of record-linkage between health and education data to map, monitor and provide information to parents, carers and policymakers about education outcomes for this group of children to inform planning and service provision.

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Educational outcomes of children with cerebral palsy

International Journal for Population Data Science ◽

10.23889/ijpds.v3i4.793 ◽

2018 ◽

Vol 3 (4) ◽

Author(s):

Hywel Jones ◽

Bethan Carter ◽

Jackie Bethan ◽

Huw Collins ◽

Ting Wang ◽

...

Keyword(s):

Health Care ◽

Cerebral Palsy ◽

Educational Outcomes ◽

School Attendance ◽

National Curriculum ◽

Main Stream ◽

Special Educational Needs ◽

Special Schools ◽

Data Set ◽

Teacher Assessments

IntroductionChildren with special educational needs (SEN) are more likely to have disadvantaged backgrounds than their peers, attend school less and do not achieve as well academically. Many children with a cerebral palsy (CP) have SEN but little is known about their educational outcomes. Objectives and ApproachTo investigate the background of children in Wales with CP and describe their educational experience including: type of SEN and SEN provision; school attendance; achievement—teacher assessments at the end of the Foundation Phase and Key Stages 2 and 3 of the National Curriculum (NC)— and in General Certificate of Secondary Education (GCSE) examinations. Data from the Pupil Level Annual School Census (PLASC), NC and GCSE results were linked with routine e-health records of primary and secondary health care data held in SAIL. Using health care records for everyone aged between 0-25 in 2004–14, cases of CP were flagged. ResultsThe linked data set included some 1500–2000 children per school census classified as having a CP, representing a prevalence of some 0.3%. Provisionally, results show: prevalence of CP is higher amongst children living in relatively deprived areas; around 60% of CP children have a statement of SEN; the SEN type most commonly recorded for CP children with SEN is ‘Physical and medical difficulties’ and relatively high proportions have profound, multiple or severe learning difficulties; around 30% of CP children are educated in special schools; CP children in main stream (primary, middle and secondary) schools tended to miss more school sessions (~50% more) than other children and lower percentages achieved the expected levels at key stages 2 and 3 and the Level 2 GCSE threshold. Conclusion/ImplicationsThis work demonstrates the utility of record-linkage for providing information to parents, carers and policymakers about education outcomes for this group of children to inform planning and service provision.

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SOME EXAMPLES OF TARGETS IN THE CURRICULUM Input Targets The school meets statutory requirements in the delivery and assessment of the curriculum: (Quotes from Ofsted, 1995, are from the Guidance on Inspection — page numbers are quoted from the version for secondary schools but are also in the versions for primary and special schools) • The curriculum meets statutory requirements to teach the subjects of the National Curriculum, religious education and sex education, where these apply (p. 78). • The governing body is monitoring pupil progress. • The curriculum displays breadth — all pupils come into contact with all areas of learning. • The curriculum displays balance — each area of learning is given appropriate attention. • The curriculum is relevant to the needs of all pupils. • The curriculum displays different kinds of provision for each pupil. • The curriculum displays progression for all pupils. • The curriculum displays continuity for all pupils. • The curriculum promotes pupils’ intellectual, physical and personal development and prepares pupils for the next stage of education, training or employment (ibid). • The curriculum provides equality of access and opportunity for pupils to learn and to make progress (ibid). • The curriculum meets the requirements of all pupils on the school’s Code of Practice special educational needs register (ibid). • The curriculum is planned effectively (ibid). • The curriculum is enriched by extra-curricular provision, including sport (ibid). • The curriculum includes, for pupils of secondary age, careers education and impartial guidance, drawing on the careers service (ibid). • There are effective systems for assessing pupils’ attainment (ibid). • Assessment information is used to inform curriculum planning (ibid).

Targets for Tomorrow's Schools ◽

10.4324/9780203025277-12 ◽

2002 ◽

pp. 62-62

Keyword(s):

Secondary Schools ◽

Religious Education ◽

Sex Education ◽

Personal Development ◽

National Curriculum ◽

Educational Needs ◽

Curriculum Planning ◽

Special Educational Needs ◽

Special Schools ◽

Code Of Practice

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Decreased Access to Health Care and Social Isolation among Young Adults with Cerebral Palsy after Leaving School

Journal of Orthopaedic Surgery ◽

10.1177/230949900301100116 ◽

2003 ◽

Vol 11 (1) ◽

pp. 80-89 ◽

Cited By ~ 19

Author(s):

SY Ng ◽

SK Dinesh ◽

SKH Tay ◽

EH Lee

Keyword(s):

Health Care ◽

Young Adults ◽

Cerebral Palsy ◽

Social Isolation ◽

General Practitioners ◽

Access To Health Care ◽

Negative Impact ◽

Special Schools ◽

Entire Cohort ◽

Socially Isolated

Objective. T o examine if leaving special schools has a negative impact on the health care and social isolation of young adults with cerebral palsy. Methods. Young adults with cerebral palsy, aged between 15 and 22 years, were divided into 2 cohorts: current students, who were still receiving services from special schools, and school-leavers, who had since been discharged from care. A questionnaire and physical examination were administered to assess the extent of disability, health care received by, and social isolation of these young adults. Results. School-leavers had a greater degree of dissability than did students, although the results were not statistically significant. Health care exposure to specialists, general practitioners, therapists (physiotherapists, occupational therapists, and/or speech therapists), and medical social workers decreased after leaving school; with the exception of contact with general practitioners, these results were significant (p<0.05). The entire cohort was more socially isolated than a control cohort. School-leavers participated in fewer activities outside their homes, but showed less concern about their disability than did current students. Conclusions. Young adults with cerebral palsy continue to have health care and lifestyle needs after leaving school, which are currently not being adequately met.

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The purpose of this study was to examine the changes and trends of physical education curriculum and suggest educational implications for elementary fitness education. Data which were collected from PENC(Physical Education National Curriculum) and research reports were analyzed according to 1) objectives, 2) contents, 3) teaching methods and evaluations. The findings suggest that 1) objectives of PENC was changed from second order and ultimate objectives to instrumental objectives, 2) contents of PENC was changed from play and exercise-oriented to activity-oriented. 3) teaching methods of PENC was changed from passive assessment and prescriptions to self-oriented practice and check. Evaluations was changed from objective fitness testing to process-based comprehensive evaluation. Building on these key findings, the implications for elementary fitness education are as follows: First, elementary fitness education should be strengthened to enhance lifelong healthy life style for learners. Second, elementary fitness education should takes into account more learner’s interest and growth level. Third, elementary fitness education should be taught and evaluate students to continue to participate in activities of their own willingness.

Korean Journal of Sport Studies ◽

10.23949/kjpe.2020.9.59.5.5 ◽

2020 ◽

Vol 59 (5) ◽

pp. 57-69

Author(s):

Mirim Park ◽

Kyunghwan Jang

Keyword(s):

Physical Education ◽

Teaching Methods ◽

Comprehensive Evaluation ◽

National Curriculum ◽

Fitness Testing ◽

Healthy Life ◽

Fitness Education ◽

Education Data ◽

Educational Implications ◽

Healthy Life Style

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Women, Exercise, and Eating Disorder Recovery: The Normal and the Pathological

Qualitative Health Research ◽

10.1177/1049732321992042 ◽

2021 ◽

pp. 104973232199204

Author(s):

Hester Hockin-Boyers ◽

Megan Warin

Keyword(s):

Health Care ◽

Eating Disorder ◽

Affect Regulation ◽

Health Care Professionals ◽

Value Systems ◽

Structured Interviews ◽

Data Set ◽

The United Kingdom ◽

Theoretical Frame ◽

Intensity Of Exercise

The appropriate form, regularity, and intensity of exercise for individuals recovering from eating disorders is not agreed upon among health care professionals or researchers. When exercise is permitted, it is that which is mindful, embodied, and non-competitive that is considered normative. Using Canguilhem’s concepts of “the normal and the pathological” as a theoretical frame, we examine the gendered assumptions that shape medical understandings of “healthy” and “dysfunctional” exercise in the context of recovery. The data set for this article comes from longitudinal semi-structured interviews with 19 women in the United Kingdom who engaged in weightlifting during their eating disorder recovery. We argue that women in recovery navigate multiple and conflicting value systems regarding exercise. Faced with aspects of exercise that are pathologized within the eating disorder literature (such as structure/routine, body transformations, and affect regulation), women re-inscribe positive value to these experiences, thus establishing exercise practices that serve them.

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Association of Demographic and Disability Characteristics With Total PROMISE Expenditure: Wisconsin PROMISE Findings—Brief Report

Rehabilitation Counseling Bulletin ◽

10.1177/0034355220980798 ◽

2021 ◽

pp. 003435522098079

Author(s):

Emre Umucu ◽

Beatrice Lee ◽

Veronica Estala-Gutierrez ◽

Timothy Tansey

Keyword(s):

Health Care ◽

Cost Effectiveness ◽

Treatment Group ◽

Exploratory Study ◽

Health Care Expenditure ◽

Study Data ◽

Data Set ◽

Youth With Disabilities ◽

Total Health Care Expenditure

The purpose of this exploratory study was to examine whether demographic and disability variables predict total health care expenditure of Wisconsin PROMISE. The findings are intended to assist in promoting cost-effectiveness for future similar initiates. This study data were extracted from Wisconsin PROMISE data set. This study had a total of 1,443 youth with disabilities ( Mage = 14.89). The majority of participants were male (69%). Our results indicated that some demographic and disability–related characteristics are associated with total health care expenditure in control with VR case during PROMISE, control without VR case during PROMISE, and treatment group. Overall, findings of the current study suggest demographic and disability variables do assist in predicting total health care expenditure of Wisconsin PROMISE.

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Determinants of prepaid systems of healthcare financing: a worldwide country-level perspective

International Journal of Health Economics and Management ◽

10.1007/s10754-021-09301-w ◽

2021 ◽

Author(s):

Andrea M. Leiter ◽

Engelbert Theurl

Keyword(s):

Health Care ◽

Panel Data ◽

Health Care Financing ◽

Value Added ◽

The Elderly ◽

Dynamic Panel Data ◽

Individual Characteristics ◽

Minor Importance ◽

Data Set ◽

Country Level

AbstractIn this paper we examine determinants of prepaid modes of health care financing in a worldwide cross-country perspective. We use three different indicators to capture the role of prepaid modes in health care financing: (i) the share of total prepaid financing as percent of total current health expenditures, (ii) the share of voluntary prepaid financing as percent of total prepaid financing, and (iii) the share of compulsory health insurance as percent of total compulsory prepaid financing. In the econometric analysis, we refer to a panel data set comprising 154 countries and covering the time period 2000–2015. We apply a static as well as a dynamic panel data model. We find that the current structure of prepaid financing is significantly determined by its different forms in the past. The significant influence of GDP per capita, governmental revenues, the agricultural value added, development assistance for health, degree of urbanization and regulatory quality varies depending on the financing structure we look at. The share of the elderly and the education level are only of minor importance for explaining the variation in a country’s share of prepaid health care financing. The importance of the mentioned variables as determinants for prepaid health care financing also varies depending on the countries’ socio-economic development. From our analysis we conclude that more detailed information on indicators which reflect the distribution of individual characteristics (such as income, family size and structure and health risks) within a country’s population would be needed to gain deeper insight into the decisive determinants for prepaid health care financing.

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Potential value of the current mental health monitoring of children in state care in England

BJPsych Open ◽

10.1192/bjo.2018.70 ◽

2018 ◽

Vol 4 (6) ◽

pp. 486-491 ◽

Cited By ~ 3

Author(s):

Christine Cocker ◽

Helen Minnis ◽

Helen Sweeting

Keyword(s):

Mental Health ◽

Missing Data ◽

Mental Health Problems ◽

Population Level ◽

Cross Sectional ◽

Data Set ◽

Looked After Children ◽

Education Data ◽

Sample Attrition ◽

Aggregate Population

BackgroundRoutine screening to identify mental health problems in English looked-after children has been conducted since 2009 using the Strengths and Difficulties Questionnaire (SDQ).AimsTo investigate the degree to which data collection achieves screening aims (identifying scale of problem, having an impact on mental health) and the potential analytic value of the data set.MethodDepartment for Education data (2009–2017) were used to examine: aggregate, population-level trends in SDQ scores in 4/5- to 16/17-year-olds; representativeness of the SDQ sample; attrition in this sample.ResultsMean SDQ scores (around 50% ‘abnormal’ or ‘borderline’) were stable over 9 years. Levels of missing data were high (25–30%), as was attrition (28% retained for 4 years). Cross-sectional SDQ samples were not representative and longitudinal samples were biased.ConclusionsMental health screening appears justified and the data set has research potential, but the English screening programme falls short because of missing data and inadequate referral routes for those with difficulties.Declaration of interestNone.

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Impact of lockdown and school closure on children in special schools: a single-centre survey

BMJ Paediatrics Open ◽

10.1136/bmjpo-2020-000981 ◽

2021 ◽

Vol 5 (1) ◽

pp. e000981

Author(s):

Tapomay Banerjee ◽

Amjad Khan ◽

Piriyanga Kesavan

Keyword(s):

Young People ◽

Significant Role ◽

Well Being ◽

School Closure ◽

Special Educational Needs ◽

Single Centre ◽

Special Schools ◽

Daily Lives ◽

Children And Young People ◽

The Impact

Special schools play a significant role in the daily lives of children and young people with special educational needs and disabilities. We explored the impact of the COVID-19-related first lockdown and resulting school closure by surveying parents whose children attended three special schools in Bedford, UK. We asked about anxiety and impact on emotional well-being and education. We received 53 responses from parents: 31 felt their child was more anxious during the lockdown period/school closure compared with beforehand and 42 felt their child’s emotional well-being had been affected. Children and young people attending special schools may have struggled both academically and emotionally during the COVID-19 pandemic.

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