Supporting students with sex chromosome aneuploidies in educational settings: Results of a nationwide survey.
Academic interventions
Genetic disorders
Sex chromosome aneuploidies
Special education
X and Y chromosome variations
Journal
Journal of school psychology
ISSN: 1873-3506
Titre abrégé: J Sch Psychol
Pays: United States
ID NLM: 0050303
Informations de publication
Date de publication:
08 2022
08 2022
Historique:
received:
21
06
2021
revised:
24
03
2022
accepted:
13
06
2022
entrez:
7
8
2022
pubmed:
8
8
2022
medline:
10
8
2022
Statut:
ppublish
Résumé
Children with sex chromosome aneuploidies (SCAs) are at an increased risk for neurocognitive and behavioral disorders that may interfere with academic success, including early developmental delays, learning disabilities, executive function problems, and social communication deficits. The present national survey aimed to update and extend our understanding of school supports and educational outcomes for students with these increasingly common genetic diagnoses. Parents of children with a diagnosed SCA, birth to 21 years, living in the United States (N = 248), responded to an electronic survey with questions focused on school support plans, academic accommodations, educational therapies, school completion, and perceptions of educator awareness of SCAs. Results revealed high rates of delayed kindergarten, grade retention in primary years, and educational support plans (IEPs = 71%; Section 504 Plans = 26%). A majority (73%) of respondents with children over age 18 years (N = 41) reported their children successfully completed high school, and nearly half (46%) pursued post-secondary education opportunities. Many parents reported their children's educators had little to no knowledge of SCA conditions, justifying a need to train teachers and policy makers in the unique educational needs of children and adolescents with SCAs. School psychologists should be aware of the frequent need for accommodations and individualized support plans in this population so they can support children and families by advocating for early and comprehensive evaluations and intervention plans.
Identifiants
pubmed: 35934449
pii: S0022-4405(22)00049-8
doi: 10.1016/j.jsp.2022.06.002
pmc: PMC9360991
mid: NIHMS1819211
pii:
doi:
Types de publication
Journal Article
Research Support, N.I.H., Extramural
Langues
eng
Sous-ensembles de citation
IM
Pagination
28-40Subventions
Organisme : NICHD NIH HHS
ID : K23 HD092588
Pays : United States
Organisme : NICHD NIH HHS
ID : R01 HD091251
Pays : United States
Organisme : NCATS NIH HHS
ID : UL1 TR002535
Pays : United States
Informations de copyright
Copyright © 2022 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
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