The study titled "Isolated oral clefts and school grades: population-based cohort study from Norway" provides valuable insights into the academic performance of children born with isolated oral clefts. This research, published in BMJ Open, analyzed the school grades of adolescents in Norway, comparing those born with isolated cleft lip (CLO), cleft lip with cleft palate (CLP), and cleft palate only (CPO) to their unaffected peers.
Key findings from the study include:
- Children with isolated CLO and CLP had similar grade point averages (GPA) to their unaffected peers.
- Children with isolated CPO had marginally lower GPAs.
- There were gender differences in GPA, with females with CLO performing better than their male counterparts.
For practitioners, these findings suggest several actionable steps to support children with oral clefts in their academic journeys:
1. Individualized Educational Support
Given that children with isolated CPO may have slightly lower GPAs, it is crucial to provide targeted educational support. Speech-language pathologists (SLPs) can collaborate with teachers to develop individualized education plans (IEPs) that address specific academic challenges.
2. Gender-Specific Interventions
The study indicates that females with CLO perform better academically than males. Practitioners should consider gender-specific interventions to support male students with oral clefts, potentially focusing on boosting self-esteem and addressing any social or emotional issues that may impact their academic performance.
3. Multidisciplinary Approach
The Norwegian model of centralized, multidisciplinary care for children with oral clefts is associated with positive academic outcomes. SLPs should advocate for a collaborative approach involving plastic surgeons, audiologists, psychologists, and educators to provide comprehensive care.
4. Further Research
While this study provides valuable insights, more research is needed to explore the long-term academic and social outcomes of children with oral clefts. Practitioners are encouraged to participate in or initiate research projects to continue building evidence-based practices.
By implementing these strategies, practitioners can help children with oral clefts achieve better academic outcomes and overall well-being. For more detailed information, you can access the original research paper here: Isolated oral clefts and school grades: population-based cohort study from Norway.
