Stakeholders’ views on screening for intellectual disability in mainstream schools

Background: Identifying children with intellectual disability in mainstream schools has been described as a ‘postcode lottery’. Children with an intellectual disability may be at risk of being ‘hidden’ in schools because they are included in broader categories, such as having developmental disabilities.

Aim: To explore stakeholders’ views on the use of a screening tool for intellectual disability in mainstream schools.

Method: The study used semi-structured interviews to obtain the views of stakeholders about processes for identifying children with intellectual disabilities. The interviews involved six participants – healthcare and education professionals and a parent advocate and advisor – and the findings were analysed using thematic analysis.

Findings: Two themes were identified: barriers to the identification of intellectual disability; and the role and impact of a screening tool and what is the point of it?

Conclusion: The findings suggest that screening for intellectual disability in mainstream schools could provide a more consistent, evidence-based method of improving identification and helping to validate the concerns of parents and teachers.