Barriers to Identifying Learning Disabilities: A Qualitative Study of Clinicians and Educators.
OBJECTIVE: The estimated prevalence of learning disabilities (LDs) is nearly 8% of all children. Fewer than 5% of all children are diagnosed in public schools, jeopardizing remediation. We aimed to identify barriers affecting front-line childfacing professionals in detecting LDs in school-aged child...
| Publicado en: | Academic Pediatrics Vol. 23; no. 6; pp. 1166 - 1175 |
|---|---|
| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Elsevier B.V.
Aug2023
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=174993140&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 174993140 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 18762859 8NBK jtl: Academic Pediatrics issn: 18762859 maglogo: N pubinfo: dt: Aug2023 vid: 23 iid: 6 pid: 467 pub: Elsevier B.V. place: New York, New York artinfo: ui: 174993140 174993140 174993140 10.1016/j.acap.2022.12.008 174993140 ppf: 1166 ppct: 9 formats: fmt: @attributes: type: P tig: atl: Barriers to Identifying Learning Disabilities: A Qualitative Study of Clinicians and Educators. aug: au: Stone, Lauren A. Benoit, Laelia Martin, Andrés Hafler, Janet affil: Child Study Center, Yale School of Medicine, New Haven, Conn sug: subj: Intellectual Disability Diagnosis Attitude of Health Personnel United States Faculty Attitudes United States Human Qualitative Studies Interviews Theoretical Sample United States Mental Health Personnel Psychosocial Factors Pediatricians Psychosocial Factors Grounded Theory Thematic Analysis Reflection Health Education Quality Improvement Parental Role Caregivers Time Factors Emotions Health Screening Descriptive Statistics Accountability Funding Source Child Child: 6-12 years ab: OBJECTIVE: The estimated prevalence of learning disabilities (LDs) is nearly 8% of all children. Fewer than 5% of all children are diagnosed in public schools, jeopardizing remediation. We aimed to identify barriers affecting front-line childfacing professionals in detecting LDs in school-aged children. METHODS: We conducted a qualitative study with individual interviews of 40 professionals from different areas of the United States identified through theoretical sampling (20 educators, 10 pediatricians, and 10 child mental health clinicians). Clinicians represented academic and community settings, and educators represented public, private, and charter schools. Twenty had expertise in assessing LDs; 20 were generalists without specific training. We also endeavored to maximize representation across age, gender, race and ethnicity, and location. We analyzed transcripts utilizing grounded theory and identified themes reflecting barriers to detection. RESULTS: Themes and sub-themes included: 1) areas requiring improved professional education (misconceptions that may hinder detection, confounding factors that may mask LDs, and need for increasing engagement of parents or guardians in identifying LDs) and 2) systemic barriers (time constraints that limited professionals' ability to advocate for children and to delve into their emotional experiences, inconsistent guidelines across institutions and inconsistent perceptions of professional responsibility for detection, and confusion surrounding screening tools and lack of screening by some professionals in the absence of overt problems). CONCLUSIONS: Clinicians and other child-facing professionals may benefit from augmented training in screening and identification and enhanced evidence-based and institutional guidance. These efforts could increase efficiency and perceived responsibility for recognition and improve earlier detection. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|