AIM To study school outcomes of adolescents with cerebral palsy (CP) compared with a matched comparison group from the general population, and to observe to what extent sociodemographic and disability-specific factors are associated with school outcomes. METHOD This was a register study of persons with CP in Sweden, born between 1990 and 1999, with a matched comparison group. Logistic regressions were used to estimate the associations between CP and disability-specific factors and school outcomes (receiving final grades, grade scores, fulfilling the requirements for progressing to secondary school/university, and attending secondary school). RESULTS Children with CP had substantially lower school achievement compared with a general population sample. Much of the difference can be attributed to intellectual disability; however, CP remained strongly negatively associated with school outcomes. Ability to communicate in an effective manner explained most of the variation in children with CP, whereas motor function played a smaller role. INTERPRETATION The results suggest that school achievements might be improved if the communication barrier could be reduced, for example by ascertaining access to appropriate communication devices and by educators being aware that communicative difficulties do not necessarily imply intellectual disability. This might enhance the school experience and create an environment where children with CP can reach their full potential.

中文翻译：

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瑞典脑瘫青少年的学习成绩

目的 将脑瘫 (CP) 青少年的学校成绩与普通人群中的匹配对照组进行比较，并观察社会人口学和残疾特定因素在多大程度上与学校成绩相关。方法 这是一项对瑞典 1990 年至 1999 年间出生的 CP 患者进行的注册研究，并具有匹配的对照组。逻辑回归用于估计 CP 与残疾特定因素和学校成果（获得最终成绩、成绩分数、满足升读中学/大学的要求以及上中学）之间的关联。结果 与一般人群样本相比，患有 CP 的儿童的学业成绩明显较低。大部分差异可归因于智力障碍；然而，CP 仍然与学校成绩呈强烈负相关。有效沟通的能力解释了 CP 儿童的大部分变异，而运动功能的作用较小。解释 结果表明，如果可以减少沟通障碍，例如通过确定使用适当的通信设备的机会以及让教育工作者意识到沟通困难并不一定意味着智力障碍，那么学校的成绩可能会得到提高。这可能会增强学校体验并创造一个环境，让患有 CP 的孩子可以充分发挥他们的潜力。解释 结果表明，如果可以减少沟通障碍，例如通过确定使用适当的通信设备的机会以及让教育工作者意识到沟通困难并不一定意味着智力障碍，那么学校的成绩可能会得到提高。这可能会增强学校体验并创造一个环境，让患有脑瘫的孩子可以充分发挥他们的潜力。解释 结果表明，如果可以减少交流障碍，例如通过确定使用适当的交流设备的机会，以及让教育工作者意识到交流困难并不一定意味着智力障碍，那么学校的成绩可能会得到提高。这可能会增强学校体验并创造一个环境，让患有脑瘫的孩子可以充分发挥他们的潜力。