Table 3 Prevalence and type of school-based accommodations in children with long-gap esophageal atresia aged 3–17 years
School-based accommodations (ntot = 25 replies) | n (%), long-gap EA |
Earlier or current school accommodation | 16(64.0) |
Current school accommodation | 14(56.0) |
Help to plan and structure a school day/schedule | 5(20.0) |
Extra clear instructions | 5(20.0) |
Adjusted learning materials | 5(20.0) |
A special teacher during a limited time of the day | 9(36.0) |
Support with nutritional intake issues | 14(56.0) |
Other | 9(36) |
School-based accommodations: parents’ (n = 14) descriptions | |
Nutritional intake support (n = 10 children): | |
Having an adult beside them in the school cafeteria to supervise, prevent food impaction and choking or assist at such events (n = 10) | |
Environmental accommodations like a special place in the school cafeteria, eating in the classroom or close to a toilet in case of choking (n = 3) | |
Special food intake to prevent food impaction, choking or gastro-esofageal reflux symptoms (n = 4) | |
Education adjustements (n = 4 children): | |
Activities during sport class (n = 1) or math (n = 1) | |
Adjusted learning materials (n = 1) | |
Scheduled breaks/rest (n = 1) | |
Teaching assistant (n = 1) | |
Special teacher (n = 1) or smaller peer groups (n = 1) during lessons or special school (n = 1) | |
Help to structure the school day (n = 1) | |
Support with special health care needs (n = 4 children): | |
Managing of tube feeding (n = 2) | |
Monitoring of growth and blood pressure once a month (n = 1) | |
Supervision to prevent extraction of g-tube (n = 1) |