{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,25]],"date-time":"2026-07-25T23:01:32Z","timestamp":1785020492068,"version":"3.55.0"},"reference-count":55,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2022,3,13]],"date-time":"2022-03-13T00:00:00Z","timestamp":1647129600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"funder":[{"DOI":"10.13039\/100009633","name":"Eunice Kennedy Shriver National Institute of Child Health and Human Development","doi-asserted-by":"publisher","award":["K23HD092588"],"award-info":[{"award-number":["K23HD092588"]}],"id":[{"id":"10.13039\/100009633","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/100009633","name":"Eunice Kennedy Shriver National Institute of Child Health and Human Development","doi-asserted-by":"publisher","award":["R01HD091251"],"award-info":[{"award-number":["R01HD091251"]}],"id":[{"id":"10.13039\/100009633","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["nasenjournals.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Research in Spec Educ Needs"],"published-print":{"date-parts":[[2022,4]]},"abstract":"<jats:p>Students with sex chromosome aneuploidies (SCAs) are at increased risk for learning disabilities and often require individualized supports in the school setting. Parents of students with rare disorders such as SCAs possess a unique understanding of their child\u2019s educational experiences and play a crucial role in the development of successful school support plans. This international survey study aimed to inductively capture parent perspectives on educational needs and supports for students with SCAs. Parents of youth with SCAs ages 5\u201021\u2009years (n\u2009=\u2009305) provided free\u2010text responses to open\u2010ended questions about their child\u2019s education. Qualitative content analysis using a bioecological systems framework resulted in three overarching themes. Overall, parents identified multiple factors related to the SCA diagnosis that act as barriers to learning, a strong need for school\u2010based social and emotional supports, and elusive or incomplete educational support plans. Based on these findings, we recommend developing robust family\u2010school partnerships, increased collaboration between the school and the child\u2019s medical team, and acknowledgement of the significant role the genetic condition plays in the educational experiences of students with SCAs. Specific suggestions for school support plans for students with SCAs are explored, such as providing school\u2010based behavioral health supports and explicit teaching of executive function strategies.<\/jats:p>","DOI":"10.1111\/1471-3802.12558","type":"journal-article","created":{"date-parts":[[2022,3,13]],"date-time":"2022-03-13T09:09:26Z","timestamp":1647162566000},"page":"175-187","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":7,"title":["\u2018I Wish the School Had a Better Understanding of the Diagnosis\u2019: parent perspectives on educational needs of students with sex chromosome aneuploidies"],"prefix":"10.1111","volume":"22","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6512-9743","authenticated-orcid":false,"given":"Talia","family":"Thompson","sequence":"first","affiliation":[{"name":"University of Colorado School of Medicine USA"},{"name":"Children's Hospital Colorado 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