Mismatch between diagnostic reports and special educational needs classification in a public educational system

Area of Science:

• Educational Psychology
• Public Health
• Disability Studies

Background:

• Students with special educational needs (SEN) require comprehensive assessment and support.
• Public educational systems face challenges in identifying and serving all SEN students effectively.
• Accurate diagnosis and service utilization are crucial for academic and social development.

Purpose of the Study:

• To evaluate the diagnostic status and sociodemographic/health profiles of SEN students in a public school system.
• To map the utilization of educational and social services among these students.
• To identify potential under-reporting of SEN conditions and service gaps.

Main Methods:

• Analysis of data from 1,202 SEN students within a larger cohort of 59,344 students.
• Assessment of diagnostic prevalence and types of SEN conditions.
• Examination of specialized educational and social service usage rates.

Main Results:

• Only 65.9% (792/1202) of SEN students had an established diagnosis.
• Intellectual disability was the most common SEN condition identified.
• A low percentage (29.4%) of students utilized specialized educational services or support.
• Prevalence data suggest under-reporting for certain neurodevelopmental disorders.

Conclusions:

• A significant discrepancy exists between diagnostic reports and legally recognized SEN conditions in Brazil.
• Under-reporting of disabilities and underutilization of specialized services are prevalent issues.
• Systemic improvements are needed to ensure accurate identification and adequate support for all SEN students.