Academic achievement and needs of school-aged children born with selected congenital anomalies: A systematic review and meta-analysis.

ABSTRACT: Children with congenital anomalies have poorer intellectual and cognitive development compared to their peers, but evidence for academic achievement using objective measures is lacking. We aimed to summarize and synthesize evidence on academic outcomes and special education needs (SEN) of school-aged children born with selected major structural congenital anomalies. Electronic databases (MEDLINE, EMBASE, Scopus, PsycINFO, CINAHL, ProQuest Natural Science and Education Collections), reference lists and citations for 1990-2020 were systematically searched. We included original-research articles on academic achievement in children with non-syndromic congenital anomalies that involved school test results, standardized tests and/or SEN data. Random-effects meta-analyses were performed to estima

SUBMITTER: Glinianaia SV 

PROVIDER: S-EPMC9298217 | biostudies-literature | 2021 Dec

REPOSITORIES: biostudies-literature