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Although children with only motor disabilities have no intellectual disabilities and should attend a regular school, in the pediatric practice it has been observed that there is a high level of heterogeneity in their education. The objective of our study was to establish the prevalence of school dysfunction in children with only motor disabilities who are seen in a reference hospital, and explore if there are socio-demographic, medical and/or school outcome measures related to school dysfunction. The study was cross-sectional, observational, analytical, and comparative. Two hundred and eighty-eight 5 to 19 year old patients with only motor disabilities were included (September 2011-February 2012). Of them, 25% (72) had school dysfunction. were found to be statistically significant risk factors for school dysfunction. In our sample, being an only child (OR= 0.09 [0.01-0.54]) was a protective factor. Key words: children with disabilities, orthopedic surgery, education, school dysfunction, chronic pain. INTRODUCTION A child with a motor disability is defined as that with any motor impairment due to a bone, joint, muscle and/or nervous impairment that, to a varying degree, limits the performance of activities as done by other children the same age.

School dysfunction in 5 to 19 year old children with only motor disabilities seen at a reference hospital in Argentina.