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Parent and teacher perceptions of emerging special health care needs

Journal of paediatrics and child health, 2016-10, Vol.52 (10), p.950-956 [Peer Reviewed Journal]

2016 Paediatrics and Child Health Division (The Royal Australasian College of Physicians) ;2016 Paediatrics and Child Health Division (The Royal Australasian College of Physicians). ;2016 Paediatrics and Child Health Division (Royal Australasian College of Physicians) ;ISSN: 1034-4810 ;ISSN: 1440-1754 ;EISSN: 1440-1754 ;DOI: 10.1111/jpc.13188 ;PMID: 27168525

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Title:
Parent and teacher perceptions of emerging special health care needs
Author: O'Connor, Meredith ; Rosema, Stefanie ; Quach, Jon ; Kvalsvig, Amanda ; Goldfeld, Sharon
Subjects: Australia ; Checklist ; Child ; Child, Preschool ; Children & youth ; chronic health condition ; disability ; emerging special health care needs ; Exceptional children ; Female ; Health care industry ; Health Knowledge, Attitudes, Practice ; Health Services Needs and Demand ; home school partnerships ; Humans ; Longitudinal Studies ; Male ; Parents & parenting ; Parents - psychology ; school functioning ; School Teachers - psychology ; Self Report ; special health care needs ; Teachers
Is Part Of: Journal of paediatrics and child health, 2016-10, Vol.52 (10), p.950-956
Description: Aim 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. Methods 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. Results 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). Conclusion 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.
Publisher: Australia: John Wiley & Sons Australia, Ltd
Language: English
Identifier: ISSN: 1034-4810
ISSN: 1440-1754
EISSN: 1440-1754
DOI: 10.1111/jpc.13188
PMID: 27168525
Source: MEDLINE
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Parent and teacher perceptions of emerging special health care needs

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