Learning disability, school achievement, and grade retention among children with cleft: a two-center study

Area of Science:

• Craniofacial anomalies
• Pediatric learning disabilities
• Educational psychology

Background:

• Cleft lip and palate are common congenital conditions.
• Associated learning disabilities and academic challenges are frequently observed.
• Understanding these risks is crucial for early intervention.

Purpose of the Study:

• To determine the prevalence of learning disability (LD), school achievement, and grade retention in children with clefts.
• To analyze these outcomes based on cleft type and gender.
• To compare findings between two craniofacial centers.

Main Methods:

• Retrospective matched-pair analysis of 168 patients (84 per center).
• Patients were evaluated at university-based craniofacial centers.
• Data collected on learning disability, school achievement, and grade retention.

Main Results:

• 46% of children with clefts had LD; 47% had deficient educational progress; 27% repeated a grade.
• Males with cleft palate only (CPO) had significantly higher LD rates.
• Males with CPO and females with cleft lip and palate (CLP) were more likely to repeat a grade.

Conclusions:

• Children with clefts are at elevated risk for learning disabilities.
• Low school achievement and grade retention are significant concerns for this population.
• Gender and cleft type influence educational outcomes.