Article

The knowledge and information needs of education professionals were assessed
to determine how prepared they feel to support the growing number of preterm
children entering schools today. METHOD: In a national survey, 585 teachers and
212 educational psychologists completed the Preterm Birth-Knowledge Scale (PB-KS)
to assess knowledge of outcomes following preterm birth. Total scores (range
0-33) were compared between groups and the impact of demographic characteristics
on knowledge was analysed. Training and information needs were also assessed.
RESULTS: Teaching staff (mean 14.7, SD 5.5) had significantly lower knowledge
scores than educational psychologists (mean 17.1, SD 5.0; p<0.001); both had
significantly lower scores than neonatal clinicians surveyed previously (mean
26.0, SD 3.6; p<0.001). Education professionals' poorest areas of knowledge
related to the most frequent adverse outcomes following preterm birth. Only 16%
of teaching staff had received training about preterm birth and more than 90%
requested more information. Having a special educational needs role and being
employed at least 16 years were associated with higher knowledge scores. INTERPRETATION: Education professionals have poor knowledge of the needs of
children born preterm and most feel ill-equipped to support them in school. As
teachers have primary responsibility for providing long-term support for children
born preterm, this is of significant public health and educational concern.
CI - (c) 2015 Mac Keith Press.

Langue : ANGLAIS