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| ORIGINAL ARTICLE |
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| Year : 2022 | Volume
: 68
| Issue : 4 | Page : 213-220 |
Parental-perceived health-related quality of life of school students with borderline intellectual functioning: A cross-sectional questionnaire-based study in Mumbai, Maharashtra, India
S Karande1, NJ Gogtay2, T More1, S Pandit2, Praveenkumar1
1 Department of Pediatrics, Seth G.S. Medical College and K.E.M. Hospital, Mumbai, Maharashtra, India
2 Department of Clinical Pharmacology, Seth G.S. Medical College and K.E.M. Hospital, Mumbai, Maharashtra, India
Correspondence Address:
S Karande
Department of Pediatrics, Seth G.S. Medical College and K.E.M. Hospital, Mumbai, Maharashtra
India
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/jpgm.jpgm_310_22
Background and Objectives: Students with borderline intellectual functioning (“slow learners”) underperform in all school subjects. The primary objective of this study was to evaluate the parental-perceived health-related quality of life (HRQoL) of these students. Its secondary objective was to analyze the impact of sociodemographic variables on their HRQoL.
Settings and Design: Cross-sectional single-arm questionnaire-based study was conducted in the learning disability clinic in a public medical college in Mumbai.
Subjects and Methods: One hundred parents of slow learners aged 8 to 16 years were recruited by non-probability sampling. Their HRQoL scores were measured using the English DISABKIDS chronic generic module parent (proxy) long-version (“DCGM-37-P”) instrument.
Statistical Analysis: Multiple regression analysis was carried out for determining the “independent” impact that sociodemographic variables had on a poor facet and total score outcomes.
Results: Clinically significant deficits were detected in 4 facets, namely: small deficit in “social inclusion”; medium deficits in “independence”, “emotion”, and “social exclusion”; and large deficit in “total score”. Multivariate analysis revealed that: (i) being an only child predicted a poor “emotion” and “social exclusion” facet score outcomes (P = 0.039 and P = 0.024, respectively); (ii) being a female predicted a poor “social inclusion” facet score outcome (P = 0.022); and, (iii) studying in a single-gender school predicted a poor “limitation” facet score outcome (P = 0.020).
Conclusions: Parents of slow learners perceive their psychosocial and total HRQoL to be significantly compromised. There is a need to evaluate the HRQoL of slow learners so that optimum rehabilitation can be facilitated.
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