O'Connor Meredith, Rosema Stefanie, Quach Jon, Kvalsvig Amanda, Goldfeld Sharon
Royal Children's Hospital, Murdoch Childrens Research Institute, and The University of Melbourne, Melbourne, Victoria, Australia.
J Paediatr Child Health. 2016 Oct;52(10):950-956. doi: 10.1111/jpc.13188. Epub 2016 May 11.
A fifth of children enter school with special health care needs (SHCN) impacting on their physical, psychosocial or educational development, including many with emerging SHCN who often do not qualify for additional supports. This study aimed to compare the perceptions of parents and teachers on children's emerging SHCN, and explore correlates of conflicting reports.
The Longitudinal Study of Australian Children (LSAC) is a nationally representative study of Australian children, which includes the abbreviated Children with Special Health Care Needs Screener. Data were analysed from a subsample of n = 720 children from the LSAC Kindergarten cohort (n = 4983) for whom teachers also completed the Australian Early Development Index checklist, a measure of early childhood development that includes teacher reported SHCN.
Teachers (n = 120, 17.34%) identified more emerging SHCN than parents (n = 74, 10.74%), and reports were often discrepant. Children were more likely to have consistent reports of emerging SHCN when their parents had high levels of involvement at school (OR 4.86; 95% CI 1.08-21.80; P < 0.05), whereas children who came from disadvantaged family backgrounds were more likely to have teacher-only identified difficulties (OR 3.66; 95% CI 1.17-11.50; P < 0.05).
Parents and teachers bring different perspectives to children's development and additional support needs, each of which is valuable. Greater attention should be given to ensuring that common understandings about a child's needs at school are established early in children's educational pathways.
五分之一的儿童入学时存在特殊医疗保健需求（SHCN），这会影响他们的身体、心理社会或教育发展，其中包括许多有新出现的SHCN的儿童，他们往往不符合获得额外支持的条件。本研究旨在比较家长和教师对儿童新出现的SHCN的看法，并探讨报告存在冲突的相关因素。
澳大利亚儿童纵向研究（LSAC）是一项对澳大利亚儿童具有全国代表性的研究，其中包括简化版的特殊医疗保健需求儿童筛查工具。对来自LSAC幼儿园队列（n = 4983）的n = 720名儿童的子样本数据进行了分析，这些儿童的教师也完成了澳大利亚早期发展指数清单，这是一种衡量幼儿发展的指标，其中包括教师报告的SHCN。
教师（n = 120，17.34%）识别出的新出现的SHCN比家长（n = 74，10.74%）更多，而且报告往往存在差异。当家长在学校的参与度较高时，儿童更有可能就新出现的SHCN获得一致的报告（比值比4.86；95%置信区间1.08 - 21.80；P < 0.05），而来自弱势家庭背景的儿童更有可能只有教师识别出困难（比值比3.66；95%置信区间1.17 - 11.50；P < 0.05）。
家长和教师对儿童的发展及额外支持需求有着不同的看法，两者都很有价值。应更加重视确保在儿童教育过程的早期就对儿童在学校的需求达成共识。
