Abstract
A virtually complete birthcohort of infants <32 weeks and/or <1500 g (n=1338) was followed-up until 9 years ol age. In 88% of survivors (n=813) data on schoolperfxsormance were available. Of the children in mainstream education 38% had remedial teaching (27% at appropnate level, 60% bolow level). The need for remedial teaching was not different for children who were not handicapped at 5 years of age. Logistic regression for non-handicapped children with any schoolfailure as dependent factor showed significantly higher OR's for SGA (1.8) boy's (1.9) low or middle SES (5.4 and 2.1) mild or severe developmental delay (5 years) (1.7 and 13.0) and low schoolresults at 5 years (3.6). When special education was the dependent factor higher OR's were found for boy's (2.0) twins (1.9) low and middle SES (7.1 and 3.0) severe montal delay (10.1) mild speech delay (3.3) high inattention and hyporactivityscore (2.9) and low schoolresults at 5 years (2.8). Porinatal factors (gestational age, birthweight and neonatal illness) were not significant.
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