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PEDIATRICS Vol. 102 No. 2 August 1998, pp. 308-314

Educational Disabilities of Neonatal Intensive Care Graduates

Received Oct 31, 1997; accepted Mar 2, 1998.

Michael B. Resnick*, Shanti V. GomatamDagger , Randy L. Carter§, Mario Ariet*, Jeffrey Roth*, Karen L. Kilgoreparallel , Richard L. Bucciarelli*, Charles S. Mahan, John S. Curran#, and Donald V. Eitzman*

From the * College of Medicine, University of Florida, Gainesville, Florida; the Dagger  College of Liberal Arts and Sciences, University of South Florida, Tampa, Florida; the § College of Liberal Arts and Sciences, University of Florida, Gainesville, Florida; the parallel  College of Education, University of Florida, Gainesville, Florida; the  College of Public Health, University of South Florida, Tampa, Florida; and the # College of Medicine, University of South Florida, Tampa, Florida.

Objective.  To determine the relationship between perinatal and sociodemographic factors in low birth weight and sick infants hospitalized at regional neonatal intensive care units (NICUs) and subsequent educational disabilities.

Method.  NICU graduates born between 1980 and 1987 at nine statewide regionalized level III centers were located in Florida elementary schools (kindergarten through third grade) during academic year 1992-1993 (n = 9943). Educational disability was operationalized as placement into eight mutually exclusive types of special education (SE) classifications determined by statewide standardized eligibility criteria: physically impaired, sensory impaired (SI), profoundly mentally handicapped, trainable mentally handicapped, educable mentally handicapped, specific learning disabilities, emotionally handicapped, and speech and language impaired (SLI). Logistic regression was used to estimate the odds of placement in SE for selected perinatal and sociodemographic variables.

Results.  Placement into SE ranged from .8% for SI to 9.9% for SLI. Placement was related to four perinatal factors (birth weight, transport, medical conditions [congenital anomalies, seizures or intraventricular hemorrhage] and ventilation), and five sociodemographic factors (child's sex, mother's marital status, mother's race, mother's educational level, and family income). Perinatal factors primarily were associated with placement in physically impaired, SI, profoundly mentally handicapped, and trainable mentally handicapped. Perinatal and sociodemographic factors both were associated with placement in educable mentally handicapped and specific learning disabilities whereas sociodemographic factors primarily were associated with placement in emotionally handicapped and SLI.

Conclusions.  Educational disabilities of NICU graduates are influenced differently by perinatal and sociodemographic variables. Researchers must take into account both sets of these variables to ascertain the long-term risk of educational disability for NICU graduates. Birth weight alone should not be used to assess NICU morbidity outcomes.

Key words: birth weight, child development, education, special, educational status, longitudinal studies, infant, low birth weight, intensive care units, neonatal, learning disorders, risk factors, logistic models, socioeconomic factors.




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