Sociodemographic and socioeconomic correlates of learning disability in preterm children in the United States

BMC Public Health

Ibuchim C. Okoli¹  Russell S. Kirby²  Chukwuemeka E. Ogbu³  Ronee E. Wilson³  Menkeoma Laura Okoli³  Chioma O. Enyi⁴ 

[1] Department of Clinical sciences, All Saints University (SVG);Department of Community and Family Health, College of Public Health, University of South Florida;Department of Epidemiology and Biostatistics, College of Public Health, University of South Florida;Menninger Department of Psychiatry and Behavioral Sciences, Baylor College of Medicine;

关键词: Learning disability;    CLWLD;    SES;    Preterm birth;    Special services;   

DOI  :  10.1186/s12889-022-12592-4

来源: DOAJ

【 摘 要 】

Abstract Background In 2019, 1 in every 10 infants born in the United States was preterm. Prematurity has life-threatening consequences and causes a range of developmental disabilities, of which learning disability is a prevalent complication. Despite the availability of special services for children living with learning disability, gaps still exist in terms of access due to socioeconomic factors. The aim of this study is to evaluate socioeconomic and sociodemographic correlates of learning disability in preterm children. Methods This cross-sectional study used data from the 2016–2018 National Survey of Children’s Health. Weighted multivariable analyses were conducted to ascertain the association of sociodemographic and socioeconomic factors on learning disability among preterm children. The main outcome variable was the presence of learning disability. Results Among 9555 preterm children in our study population, 1167 (12%) had learning disability. Learning disability was significantly associated with health insurance, food situation, and poverty level after adjustment for other variables. Children currently insured had lower odds of having learning disability compared to those without health insurance (OR = 0.79, 95% C.I. = 0.70–0.91). Also, children living in households that cannot afford nutritious meals are more likely to have learning disability compared to those that can afford nutritious meals at home (OR = 1.55, 95% C.I. = 1.22–1.97). Conclusion These findings highlight the need for intervention efforts to target these children living with a learning disability to achieve the 2004 Individuals with Disabilities Education Act of promoting educational equality and empowerment of children living with a learning disability.

【 授权许可】

Unknown