Lindblad Ida, Westerlund Joakim, Gillberg Christopher, Fernell Elisabeth
Neurovetenskap och fysiologi, Sahlgrenska Akademin, Göteborgs universitet - Göteborg, Sweden Neurovetenskap och fysiologi, Sahlgrenska Akademin, Göteborgs universitet - Göteborg, Sweden.
Psykologiska Institutionen, Stockholms universitet - Stockholm, Sweden Psykologiska Institutionen, Stockholms universitet - Stockholm, Sweden.
Lakartidningen. 2018 Feb 1;115:EY3L.
Pupils in the 6th grade of compulsory schools (age 11-12 years) in representative municipalities in Sweden, participated in a study of cognitive capacity and "neurodevelopmental functioning" in relation to the new Swedish educational goals, set up by the National Agency for Education. Results from four subtests of the WISC-IV, the ESSENCE-Questionnaire, covering concerns regarding different developmental areas, information about educational support and about final subject grades were analysed. Of a total of 396 pupils, 229 (58%) agreed to participate. Pupils who had failed at least one subject had significantly lower cognitive test results and significantly more ESSENCE concerns, compared to those who passed in all subjects. In the group of pupils who had at least one failed subject, 89% had been given special educational support. The knowledge requirements in the new national curriculum need to be reviewed and adapted to these circumstances.
瑞典代表性城市义务教育六年级（11 - 12岁）的学生参与了一项关于认知能力和“神经发育功能”的研究，该研究与瑞典国家教育机构制定的新教育目标相关。对韦氏儿童智力量表第四版（WISC - IV）的四个子测验结果、涵盖不同发育领域问题的本质问卷（ESSENCE - Questionnaire）、教育支持信息以及期末学科成绩进行了分析。在总共396名学生中，229名（58%）同意参与。与所有科目都及格的学生相比，至少有一门科目不及格的学生认知测试结果明显更低，对本质问卷的担忧也明显更多。在至少有一门科目不及格的学生群体中，89%的学生接受过特殊教育支持。新国家课程中的知识要求需要重新审视并根据这些情况进行调整。
