Roth B, Jouve E, Daguzan A, Richardson A, Sambuc R, Bernard O, Lagouanelle-Simeoni M C
Service d'évaluation médicale, APHM, Hôpital Conception, 13005 Marseille, France.
Service d'évaluation médicale, APHM, Hôpital Conception, 13005 Marseille, France.
Arch Pediatr. 2021 Jan;28(1):39-46. doi: 10.1016/j.arcped.2020.10.005. Epub 2020 Dec 9.
Since the law of February 11, 2005, in France, the number of children with disabilities enrolled in ordinary schools has increased steadily. As a result, the amount of personal support provided by a special needs assistant (personal support) is also increasing. The aim of the study was to describe the diseases and impairments of disabled children aged 2-6, enrolled in mainstream schools and benefiting from personal support for schooling by special needs assistants in the Bouches-du-Rhône (France) in 2014.
A cross-sectional descriptive study was performed. Children included were benefiting from either an individual or shared personal support. Physicians from the territorial organization in charge of disability coded diseases and deficiencies using the International Classification of Diseases, 10th revision, and nomenclature inspired by the International Classification of Functioning, Disability and Health.
Medical data were coded for 990 children out of 1260 of the total population. These young disabled children were most frequently children with pervasive developmental disorders (23.3%), lack of expected normal physiological development (19.9%), or mixed specific developmental disorders (13.5%), and most often had behavioral, personality, and relational skills disorders (61.8%), psychomotor function impairments (51.9%), or written or oral language learning impairment (43.2%). Finally, the two main types of impairments most represented among these children were psychological impairments (86.7%) and language and speech impairments (79.8%). The children were most often supported by an individual personal support (for one child only) than by a shared personal support (60% vs. 40%). They were mainly boys (almost 75%).
This study provides working guidelines for the management of health policies relating to disability at the territorial or even national level.
自2005年2月11日法国法律颁布以来，就读于普通学校的残疾儿童数量稳步增加。因此，特殊需求助理提供的个人支持数量也在增加。本研究的目的是描述2014年在法国罗讷河口省就读于主流学校并受益于特殊需求助理提供的学校教育个人支持的2至6岁残疾儿童的疾病和损伤情况。
进行了一项横断面描述性研究。纳入的儿童受益于个人或共享个人支持。负责残疾事务的地区组织的医生使用《国际疾病分类》第10版以及受《国际功能、残疾和健康分类》启发的术语对疾病和缺陷进行编码。
在总人口1260名儿童中，对990名儿童的医疗数据进行了编码。这些年幼的残疾儿童最常见的是广泛性发育障碍儿童（23.3%）、缺乏预期的正常生理发育儿童（19.9%）或混合性特定发育障碍儿童（13.5%），最常出现行为、人格和社交技能障碍（61.8%）、心理运动功能损伤（51.9%）或书面或口头语言学习障碍（43.2%）。最后，这些儿童中最主要的两种损伤类型是心理损伤（86.7%）和语言及言语损伤（79.8%）。获得个人支持（仅针对一名儿童）的儿童比获得共享个人支持的儿童更为常见（60%对40%）。他们主要是男孩（近75%）。
本研究为地区甚至国家层面与残疾相关的卫生政策管理提供了工作指导方针。
