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Etiology of intellectual disability in individuals from special education schools in the south of Brazil.

ABSTRACT: BACKGROUND:Intellectual Disability (ID) is characterized by significant limitations that affect intellectual functioning, adaptive behavior, and practical skills which directly interfere with interpersonal relationships and the environment. In Western countries, individuals with ID are overrepresented in the health system, often due to associated comorbidities, and its life-time cost places ID as one of the most expensive conditions of all diagnoses in the International Classification of Diseases. Most of the people affected (75%) live in low-income countries, suffer from malnutrition, lack health care, and do not have access to adequate treatment. The aim of this study was to obtain an estimate of the diagnostic status as well as the prevalence of familial ID among individuals with serious (moderate or severe) ID in a region of the State of Santa Catarina, investigating attendees of special education schools of the Florianópolis Macroregion. METHODS:This was a cross-sectional study conducted between August 2011 and August 2014, through a semi-structured screening questionnaire for the collection of relevant developmental, clinical, familial and educational data, applied in an interview to guardians of students of special education schools of the macroregion of Florianópolis. RESULTS:The participant special schools enrolled close to 1700 students during the study period and the questionnaire was applied to 849 (50.5%). The male to female ratio of the participants was 1.39:1. Clear etiologic explanations were relatively scarce (24%); most diagnoses referring only to the type and the degree of impairment and for the majority (61.4%) the cause was unknown. About half were sporadic cases within their families (considering three generations). For 44.2% at least one other case of an ID-related condition in the extended family was mentioned, with 293 (34.5%) representing potential familial cases. CONCLUSION:Here we describe the epidemiological profile, the available diagnostics, etiology, family history and possible parental consanguinity of participants with ID of special education schools in the South of Brazil. The main results show the need for etiological diagnosis and uncover the relevance of potential hereditary cases in a population where consanguineous unions have a relatively low frequency (0,6%) and highlight the need for public health actions.

SUBMITTER: Oliveira LF

PROVIDER: S-EPMC7640392 | biostudies-literature | 2020 Nov

REPOSITORIES: biostudies-literature

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Etiology of intellectual disability in individuals from special education schools in the south of Brazil.

Oliveira Luan Freitas LF Chaves Tiago Fernando TF Baretto Nathacha N de Luca Gisele Rozone GR Barbato Ingrid Tremel IT Barbato Filho Jorge Humberto JH Ocampos Maristela M Maris Angelica Francesca AF

BMC pediatrics 20201104 1

<h4>Background</h4>Intellectual Disability (ID) is characterized by significant limitations that affect intellectual functioning, adaptive behavior, and practical skills which directly interfere with interpersonal relationships and the environment. In Western countries, individuals with ID are overrepresented in the health system, often due to associated comorbidities, and its life-time cost places ID as one of the most expensive conditions of all diagnoses in the International Classification of ...[more]

PMID: 33143672

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Project description:BACKGROUND:People with intellectual disability (ID) have multiple and complex health needs, more frequent healthcare episodes, and experience poorer health outcomes. Research conducted two decades ago showed that medical professionals were lacking in the knowledge and skills required to address the complex needs of this patient group. The aim of the current study was to determine whether Australian undergraduate medical schools that offer ID health education content had changed the amount and nature of such teaching over this period. METHODS:Identical or equivalent questionnaire items were compared across eight Australian medical schools that participated in curricula audits conducted in 1995 (referred to as T1) and 2013/14 (T2). The audits were of the nature of the ID content, methods used to teach it, and who taught it. RESULTS:There was no significant difference in the number of hours of compulsory ID content offered to medical students at T2 (total?=?158.3?h; median?=?2.8?h per ID unit) compared with T1 (total?=?171?h; median?=?2.5?h). At T2 compared with T1, units with ID content taught in the area of general practice had increased (2?units; 3.6% to 7?units; 16.3%), while decreases were seen in paediatrics (22?units; 40.0% to 10?units; 23.3%) and psychiatry (10?units; 18.2% to 4?units; 9.3%). The number of schools using problem- and/or enquiry-based learning rose to six at T2 from one at T1. Inclusive teaching practices (people with ID develop or deliver content) in compulsory/elective units had increased at T2 (10?units; 23.3%) compared with T1 (6?units; 10.9%), but direct clinical contact with people with ID had decreased (29?units; 52.7% to 11?units; 25.6%). CONCLUSIONS:Overall, little progress has been made to address the gaps in ID education for medical students identified from an audit conducted in 1995. Renewal of ID content in medical curricula is indicated as a key element in efforts to improve workforce capacity in this area and reduce barriers to care, with the aim of reversing the poor health outcomes currently seen for this group.

Dataset Information

Etiology of intellectual disability in individuals from special education schools in the south of Brazil.

Publications

Etiology of intellectual disability in individuals from special education schools in the south of Brazil.

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