Stock Nicola Marie, Ridley Matthew
1 Centre for Appearance Research and The Cleft Collective, University of the West of England, Bristol, United Kingdom.
Cleft Palate Craniofac J. 2018 Apr;55(4):607-614. doi: 10.1177/1055665617734991. Epub 2017 Dec 14.
During the school years, a cleft of the lip and/or palate (CL/P) may pose a risk to educational achievement. To further understand this multifaceted association, and to offer suggestions as to how young people's educational experiences might be improved, qualitative investigation is warranted.
Semi-structured telephone interviews were conducted with young people born with CL/P (n = 10; aged 10-16 years) and their parents (n = 10). The resulting data were subjected to inductive thematic analysis.
Negative social interactions, cleft-related treatment, the presence of an additional condition, and a lack of appropriate support from teachers was found to influence young people's educational experience. Methods for promoting diversity, support from clinical teams, facilitation of positive school transitions, implementation of training for teachers, and a holistic approach to the measurement of "success" were suggested by participants as potential ways of improving this experience.
The findings of this study point to a need for a range of school-focused interventions, as well as the inclusion of a number of potentially impactful variables within future quantitative research.
在上学期间，唇腭裂（CL/P）可能对学业成绩构成风险。为了进一步了解这种多方面的关联，并就如何改善年轻人的教育经历提供建议，进行定性调查是必要的。
对10名患有唇腭裂的年轻人（年龄10 - 16岁）及其10名父母进行了半结构化电话访谈。对所得数据进行归纳主题分析。
发现负面的社交互动、与腭裂相关的治疗、存在其他病症以及缺乏教师的适当支持会影响年轻人的教育经历。参与者建议促进多样性的方法、临床团队的支持、促进积极的学校过渡、实施教师培训以及采用整体的“成功”衡量方法是改善这种经历的潜在途径。
本研究结果表明需要一系列以学校为重点的干预措施，以及在未来的定量研究中纳入一些可能有影响的变量。
