Childhood growth and development associated with need for full-time special education at school age

Abstract

Objective To explore how growth measurements and attainment of developmental milestones in early childhood reflect the need for full-time special education (SE). Methods After stratification in this population-based study, 900 pupils in full-time SE groups (age-range 7–16 years, mean 12 years 8 months) at three levels and 301 pupils in mainstream education (age-range 7–16, mean 12 years 9 months) provided data on height and weight from birth to age 7 years and head circumference to age 1 year. Developmental screening was evaluated from age 1 month to 48 months. Statistical methods included a general linear model (growth measurements), binary logistic regression analysis (odds ratios for growth), and multinomial logistic regression analysis (odds ratios for developmental milestones). Results At 1 year, a 1 standard deviation score (SDS) decrease in height raised the probability of SE placement by 40%, and a 1 SDS decrease in head size by 28%. In developmental screening, during the first months of life the gross motor milestones, especially head support, differentiated the children at levels 0–3. Thereafter, the fine motor milestones and those related to speech and social skills became more important. Conclusion Children whose growth is mildly impaired, though in the normal range, and who fail to attain certain developmental milestones have an increased probability for SE and thus a need for special attention when toddlers age. Similar to the growth curves, these children seem to have consistent developmental curves (patterns).