Eating and Swallowing Issues in Students Enrolled in Special Education Schools for Intellectual Disabilities.

AIMS: This study aimed to identify feeding-related challenges among children attending special needs schools for students with intellectual disabilities.

METHODS AND

RESULTS

We included 71 students in the first grade of elementary, junior high, and high schools at special-needs schools for intellectual disabilities, along with their caregivers and teachers. A dental hygienist evaluated three feeding domains: pre-feeding, mastication, and swallowing. Each item was scored on a five point scale, and the total scores were calculated. The presence of underlying medical conditions and hypersensitivity was also assessed. Caregivers and teachers also reported their perceived difficulties during students' mealtimes. Autism spectrum disorder (ASD) was the most common diagnosis (46.4%). Hypersensitivity was most prevalent among elementary school students (71%; p < 0.001). The mean total scores for three domains were 21.5, 16.6, and 21.3, for elementary; 25.2, 20.2, and 23.5, for junior high; and 26.1, 20.8, and 23.3, with significant differences observed between elementary students and the other groups. Common concerns reported by caregivers and teachers included unchewed swallowing, rapid eating, and selective eating.

CONCLUSION

Students with intellectual disabilities in special needs schools experience challenges with pre-feeding, mastication, and swallowing. These difficulties were especially prevalent among elementary level students compared to older age groups.