Please use this identifier to cite or link to this item: https://hdl.handle.net/10620/18352
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dc.contributor.authorQuach, Jen
dc.contributor.authorGoldfeld, Sharonen
dc.contributor.authorO'Connor, Meredithen
dc.contributor.authorQuach, Jonen
dc.contributor.authorTarasuik, Joanneen
dc.contributor.authorKvalsvig, Amandaen
dc.date.accessioned2019-04-13T03:43:22Zen
dc.date.accessioned2019-01-21T04:37:00Zen
dc.date.available2019-01-21T04:37:00Zen
dc.date.issued2015en
dc.identifier.urihttps://hdl.handle.net/10620/18352en
dc.identifier.urihttp://hdl.handle.net/10620/4477en
dc.description.abstractOBJECTIVE: A significant proportion of school-aged children experience special health care needs (SCHN) and seek care from pediatricians with a wide range of condition types and severity levels. This study examines the learning pathways of children with established (already diagnosed at school entry)and emerging (teacher identified) SHCN from school entry through the elementary school years. METHODS: The Longitudinal Study of Australian Children (LSAC) is a nationally representative clustered crosssequential sample of 2 cohorts of Australian children which commenced in May 2004. Data were analyzed from the LSAC kindergarten cohort (n ¼ 4,983), as well as a subsample of 720 children for whom teachers also completed the Australian Early Development Index checklist, a measure of early childhood development at school entry that includes SHCN. RESULTS: Latent class analysis was utilized to establish 3 academic trajectories from 4–5 to 10–11 years: high (24.3%),average (49.8%), and low (23.6%). Descriptive statistics revealed a trend for both children with established and emerging SHCN to fall into weaker performing learning pathways. Multinomial logistic regression focusing on those children with emerging SHCN confirmed this pattern of results, even after adjustment for covariates (relative risk 3.06, 95% confidence interval (1.03–9.10). Children who additionally had low socioeconomic standing were particularly at risk. CONCLUSIONS: Even children with less complex SCHN are at risk for academic failure. Early identification, together with integrated health and educational support, may promote stronger pathways of educational attainment for these children. Achieving these better outcomes will require the involvement of both educational and health practitioners.en
dc.subjectChild Development -- Cognitiveen
dc.subjectHealth -- Physicalen
dc.subjectChildren -- School ageen
dc.titleLearning Trajectories of Children With Special Health Care Needs Across the Severity Spectrumen
dc.typeJournal Articlesen
dc.identifier.surveyLSACen
dc.description.keywordsspecial health care needsen
dc.description.keywordsschool functioningen
dc.description.keywordsdisabilityen
dc.description.keywordschronic health conditionsen
dc.description.keywordsacademic achievementen
dc.identifier.journalAcademic Pediatricsen
dc.identifier.volume15en
dc.description.pages177 - 184en
dc.identifier.issue2en
local.identifier.id5062en
dc.description.additionalinfo10.1016/j.acap.2014.09.001en
dc.subject.dssChildhood and child developmenten
dc.subject.dssHealth and wellbeingen
dc.subject.dssmaincategoryChild Developmenten
dc.subject.dssmaincategoryHealthen
dc.subject.dssmaincategoryChildrenen
dc.subject.dsssubcategoryPhysicalen
dc.subject.dsssubcategoryCognitiveen
dc.subject.dsssubcategorySchool ageen
dc.subject.flosseChildhood and child developmenten
dc.subject.flosseHealth and wellbeingen
dc.relation.surveyLSACen
dc.old.surveyvalueLSACen
item.openairetypeJournal Articles-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.cerifentitytypePublications-
item.grantfulltextnone-
item.fulltextNo Fulltext-
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