School functioning of 86 Dutch neurofibromatosis type 1 children (7-17 years) using teacher questionnaires was analyzed to determine the impact of neurofibromatosis type 1 on school performance. In all, 75% of the neurofibromatosis type 1 children performed more than 1 standard deviation below grade peers in at least one of the domains of spelling, mathematics, technical reading or comprehensive reading. Furthermore, neurofibromatosis type 1 children had a 4-fold increased risk for attending special education and a 6-fold increased risk for receiving remedial teaching for learning, behavior, speech, or motor problems. Children without apparent learning disabilities still frequently displayed neuropsychological deficits. Only 10% of the children did not show any school-functioning problems. Finally, it was found that the clinical severity of neurofibromatosis type 1 correlated with the cognitive deficits. Taken together, it was shown that neurofibromatosis type 1 has profound impact on school performance. Awareness of these problems may facilitate timely recognition and appropriate support.

Additional Metadata
Keywords Learning disabilities, Neurofibromatosis type 1
Persistent URL dx.doi.org/10.1177/0883073808316366, hdl.handle.net/1765/29858
Citation
Krab, L.C, Aarsen, F.K, de Goede-Bolder, A, Catsman-Berrevoets, C.E, Arts, W.F.M, Moll, H.A, & Elgersma, Y. (2008). Impact of neurofibromatosis type 1 on school performance. Journal of Child Neurology, 23(9), 1002–1010. doi:10.1177/0883073808316366