Transition to Secondary School for Students with Cerebral Palsy and Implications for Quality of Life: A Systematic Review
Bibliographic record
Abstract
Transition to secondary school is a significant life event and as such has the potential to impact upon quality of life (QOL). Students with physical disabilities, including cerebral palsy (CP), are twice as likely to drop out of secondary school as their non-disabled peers (Specht, Howell, & Young, 2007 Specht, J., Howell, G. and Young, G. 2007. Students with special education needs in Canada and their use of assistive technology during the transition to secondary school. Childhood Education, 83(6): 385–389. [Taylor & Francis Online] , [Google Scholar]). The success with which children with CP make the transition from primary to secondary school has the potential to enhance their quality of life and future education. Determining factors that can influence the quality of life for adolescents with CP over the time of their transition to secondary school can help inform both our theoretical understanding and the relevant support strategies which are most beneficial. We systematically reviewed the factors influencing the transition from primary to secondary school for adolescents with CP, and the impact of transition on their QOL. Participation of adolescents with CP in the age range of potential transition to secondary school were used to review seven databases up to October 10, 2008. Forty-seven articles were retrieved, with one article meeting all inclusion criteria. A further four were also discussed. Hemmingsson and Borell (2002 Hemmingsson, H. and Borell, L. 2002. Environmental barriers in mainstream schools. Child: Care, Health and Development, 28(1): 57–63. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) compared the environment of primary school to that of secondary school, however transition was not present in any other article. Of the 14 QOL domains, participation was the only domain included in all articles, with body pain and physical discomfort, family health, and future QOL not present in any of the articles meeting the inclusion criteria. This systematic review did not unearth sufficient evidence to guide our understanding of the factors pertinent to the transition from primary to secondary school for adolescents with CP or the effects of this transition upon their QOL.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.003 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".