At least two in three children with disabilities in Ireland have multiple disabilities, new research has found.

According to a new report, which has just been published by the Economic and Social Research Institute (ESRI) and the National Disability Authority (NDA), children with disabilities are more likely to come from poorer backgrounds and one-parent households.

Disabilities are also more common among boys than girls.

For over half (53%) of children with a disability, an intellectual disability or learning difficulty is their main disability. The next biggest groups are children with difficulties remembering or concentrating (8%) and children with emotional, psychological and mental health (EPMH) disabilities (8%).

However overall, almost three in four (72%) children with disabilities attend mainstream education, while 13% attend special classes within mainstream schools. The reminder attend special schools.

The report noted that children from disadvantaged backgrounds are more likely to be placed in special classes or special school settings. And overall, a higher percentage of students attend special schools when they move on to secondary school.

"This suggests that some children with disabilities move from mainstream to special education settings when transitioning to post-primary education," the researchers said.

Meanwhile, children with EPMH disabilities were found to have greater rates of absenteeism, particularly girls. In fact, one in four children with these types of disabilities missed at least three months of school, compared to one in 10 children with intellectual disabilities or learning difficulties.

The research also noted that boys with EPMH disabilities were particularly at risk of becoming socially isolated. In others words, they were much less likely to engage with their peers.

Young people with EPMH disabilities were also less likely to participate in sport.

The findings are based on a detailed analysis of over 1,800 children with disabilities or special educational needs who were part of a 2006 National Disability Survey, which was conduced by the Central Statistics Office. According to NDA director, Siobhan Barry, these findings will be ‘invaluable in informing policy in relation to children with disabilities and their families'.

Meanwhile, according to report author, Dr Joanne Banks of the ESRI, the results ‘raise questions over the extent to which children and young people experiencing emotional and mental health difficulties receive adequate social and personal support'.

"This research suggests the need for debate around the role of schools and guidance services in supporting children and young people with EPMH disabilities," she commented.