Abstract
BackgroundPopulation-based studies provide important data to inform policy and service planning for vulnerable children in society. The aim of this study was to characterise social and educational circumstances and self-concept among a nationally representative sample of 13 year olds with developmental disabilities in Ireland.MethodsA cross-sectional, secondary analysis of data collected from the Growing Up in Ireland (GUI) study was conducted. Descriptive statistics were used to calculate the reported prevalence of disabilities as reported by parents. Differences across the groups (those with and without disabilities) were analysed in relation to gender, socio-economic and school factors. Special education support received in school was described. The association between low self-concept scores (as measured by the Piers Harris Self-Concept Scales 2) and disability type was examined by use of multi-level logistic regression.ResultsSeventeen percent (17.36%) of the sample was reported to have a diagnosis of one or more developmental disabilities. Those with a disability were more likely to live in poorer households, have poorer health status, to experience more episodes of bullying at school, and to have more negative views of school (p<0.05) than their typically-developing peers.Forty nine percent of children with developmental disabilities were not receiving support in school as reported by parents. Discrepancies in the nature of support received were identified across disability types. Adjusting for individual and school level factors, a disability diagnosis was associated with increased odds of low self-concept scores on three of five self-concept domains. Further associations were identified which differed across disability type.ConclusionsThe findings show that 13 year olds with a disability in Ireland have complex social and educational needs. Findings also suggest significant levels of unmet educational need across this age group. Apparent inequities in access to support in school require further investigation. Reliable measures to provide robust prevalence figures about childhood disabilities in Ireland are needed.
Highlights
Adolescence is a turbulent time for most children but for those with a disability
The findings show that 13 year olds with a disability in Ireland have complex social and educational needs
We have explored a large, nationally-representative dataset to characterise the life circumstances and self-concept of Irish 13 year olds
Summary
Adolescence is a turbulent time for most children but for those with a disability. This is due to an increased risk of mental health problems, bullying and school refusal amongst this group [1,2,3]. Population-based studies provide important data for understanding both the individual characteristics of those with disabilities and the circumstances in which they live. Such studies are useful for informing policy and service planning, as well as for identifying gaps in research that may lead to enhanced health and education outcomes for vulnerable groups [4, 5]. The aim of this study was to characterise social and educational circumstances and self-concept among a nationally representative sample of 13 year olds with developmental disabilities in Ireland
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