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Title: The long-term consequences of preterm birth: what do teachers know?
Authors: Johnson, Samantha
Gilmore, Camilla K.
Gallimore, Ian
Jaekel, Julia
Wolke, Dieter
Keywords: Preterm birth
Neurodevelopmental outcomes
Learning disabilities
Special educational
Issue Date: 2015
Publisher: Wiley (© Mac Keith Press)
Citation: JOHNSON, S. ... et al., 2015. The long-term consequences of preterm birth: what do teachers know? Developmental Medicine and Child Neurology, 57 (6), pp.571-577.
Abstract: Aim: The knowledge and information needs of education professionals were assessed to determine how prepared they feel to support the growing number of preterm children entering schools today. Method: In a national survey, 585 teachers and 212 educational psychologists completed the Preterm Birth-Knowledge Scale (PB-KS) to assess knowledge of outcomes following preterm birth. Total scores (range 0-33) were compared between groups and the impact of demographic characteristics on knowledge was analysed. Training and information needs were also assessed. Results: Teaching staff (mean 14.7, SD 5.5) had significantly lower knowledge scores than educational psychologists (mean 17.1, SD 5.0; p<0.001); both had significantly lower scores than neonatal clinicians surveyed previously (mean 26.0, SD 3.6; p<0.001). Education professionals' poorest areas of knowledge related to the most frequent adverse outcomes following preterm birth. Only 16% of teaching staff had received training about preterm birth and more than 90% requested more information. Having a special educational needs role and being employed at least 16 years were associated with higher knowledge scores. Interpretation: Education professionals have poor knowledge of the needs of children born preterm and most feel ill-equipped to support them in school. As teachers have primary responsibility for providing long-term support for children born preterm, this is of significant public health and educational concern.
Description: This is the peer reviewed version of the following article: JOHNSON, S. ... et al., 2015. The long-term consequences of preterm birth: What do teachers know?. Developmental Medicine and Child Neurology, which has been published in final form at http://dx.doi.org/10.1111/dmcn.12683. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for self-archiving.
Sponsor: This study was supported by the Nuffield Foundation (grant no. EDU/40442); and a Royal Society Dorothy Hodgkin Fellowship.
Version: Accepted for publication
DOI: 10.1111/dmcn.12683
URI: https://dspace.lboro.ac.uk/2134/17011
Publisher Link: http://dx.doi.org/10.1111/dmcn.12683
ISSN: 0012-1622
Appears in Collections:Published Articles (Mathematics Education Centre)

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