Study: stakeholder views on screening for intellectual disability in mainstream schools
Why you should read this article:
To recognise the barriers to effective identification of children with intellectual disabilities in mainstream schools
To acknowledge the adverse effects of lack of effective identification of children with intellectual disabilities in mainstream schools
To read about healthcare and education professionals’ and parents’ views on the use of a screening tool for identification of intellectual disability in children in mainstream schools
Background Identifying children with intellectual disability in mainstream schools has been described as a ‘postcode lottery’. Children with an intellectual disability may be at risk of being ‘hidden’ in schools because they are included in broader categories, such as having developmental disabilities.
Aim To explore stakeholders’ views on the use of a screening tool for intellectual disability in mainstream schools.
Method The study used semi-structured interviews to obtain the views of stakeholders about processes for identifying children with intellectual disabilities. The interviews involved six participants – healthcare and education professionals and a parent advocate and advisor – and the findings were analysed using thematic analysis.
Findings Two themes were identified: barriers to the identification of intellectual disability; and the role and impact of a screening tool and what is the point of it?
Conclusion The findings suggest that screening for intellectual disability in mainstream schools could provide a more consistent, evidence-based method of improving identification and helping to validate the concerns of parents and teachers.
