Health Research Institute, School of Allied Health, University of Limerick, Ireland.
Ageing Research Centre, Health Research Institute, School of Allied Health, University of Limerick, Ireland.
PLoS One. 2020 Mar 13;15(3):e0229599. doi: 10.1371/journal.pone.0229599. eCollection 2020.
Population-based studies provide important data to inform policy and service planning for vulnerable children in society. The aim of this study was to characterise social and educational circumstances and self-concept among a nationally representative sample of 13 year olds with developmental disabilities in Ireland.
A cross-sectional, secondary analysis of data collected from the Growing Up in Ireland (GUI) study was conducted. Descriptive statistics were used to calculate the reported prevalence of disabilities as reported by parents. Differences across the groups (those with and without disabilities) were analysed in relation to gender, socio-economic and school factors. Special education support received in school was described. The association between low self-concept scores (as measured by the Piers Harris Self-Concept Scales 2) and disability type was examined by use of multi-level logistic regression.
Seventeen percent (17.36%) of the sample was reported to have a diagnosis of one or more developmental disabilities. Those with a disability were more likely to live in poorer households, have poorer health status, to experience more episodes of bullying at school, and to have more negative views of school (p<0.05) than their typically-developing peers. Forty nine percent of children with developmental disabilities were not receiving support in school as reported by parents. Discrepancies in the nature of support received were identified across disability types. Adjusting for individual and school level factors, a disability diagnosis was associated with increased odds of low self-concept scores on three of five self-concept domains. Further associations were identified which differed across disability type.
The findings show that 13 year olds with a disability in Ireland have complex social and educational needs. Findings also suggest significant levels of unmet educational need across this age group. Apparent inequities in access to support in school require further investigation. Reliable measures to provide robust prevalence figures about childhood disabilities in Ireland are needed.
基于人群的研究为社会中弱势儿童的政策和服务规划提供了重要数据。本研究的目的是描述爱尔兰全国代表性的 13 岁发育障碍儿童的社会和教育环境以及自我概念。
对“爱尔兰成长研究”（GUI）收集的数据进行了横断面、二次分析。使用描述性统计计算了父母报告的残疾报告率。分析了残疾组和非残疾组之间在性别、社会经济和学校因素方面的差异。描述了学校接受的特殊教育支持情况。使用多水平逻辑回归检验低自我概念评分（由皮尔斯·哈里斯自我概念量表 2 测量）与残疾类型之间的关联。
17%（17.36%）的样本被报告患有一种或多种发育障碍。与对照组相比，残疾儿童更有可能生活在贫困家庭中，健康状况较差，在学校遭受更多欺凌事件，对学校的看法更负面（p<0.05）。49%的发育障碍儿童的家长报告说他们在学校没有得到支持。不同残疾类型的支持类型存在差异。调整个体和学校层面的因素后，残疾诊断与五个自我概念领域中的三个领域的低自我概念评分呈正相关。还确定了不同残疾类型之间的进一步关联。
研究结果表明，爱尔兰 13 岁残疾儿童有复杂的社会和教育需求。研究结果还表明，该年龄段存在大量未满足的教育需求。需要进一步调查学校支持机会方面明显存在的不平等问题。需要可靠的措施来提供爱尔兰儿童残疾的可靠流行率数据。
