Table 2 Prevalence and type of school-based “special” support in children with long-gap esophageal atresia aged 3–17 years
School-based support (n = 26 replies) | n (%), long-gap EA |
Earlier or current school support | 14(53.8) |
Current school support | 11(42.3) |
Regular contact with special teacher | 9(34.6) |
Special teaching group | 4(15.4) |
Student assistant | 9(34.6) |
Other | 7(26.9) |
School-based support: parents’ (n = 11) descriptions | |
Support with health care needs (n = 8 children) | |
Assistants who help with daily medical management including medications, tube feeding and/or emptying of the bladder (n = 5) | |
Prevention of or help with acute respiratory issues (n = 2) | |
Room to rest (n = 1) | |
Educational support (n = 6 children) | |
Regular contact with a mentor (n = 1) | |
Additional staff and pedagogical resource (n = 2) | |
Shortened lessons (n = 1) | |
Extra teaching support in math (n = 1) | |
Extra support to improve concentration/focus (n = 2) | |
Adjusted learning material/pictorial support (n = 1) | |
Adjusted sport class (n = 1) | |