2. Today I will discuss:
Overview of the exceptionality (description)
Causes
Treatment/Prevention
Strategies that would support this student
in the mainstream classroom
Additional Information
Bibliography
3. Overview of the
exceptionality (description)
According to the IDEA exceptionality, cerebral
palsy (CP) is categorized under orthopedic
impairment that affects a child’s education
performance.
Orthopedic impairment affects the limbs of the
person with the condition. It can affect 1 limb, 2
limbs, 3 limbs, or 4 limbs depending on the
mildness to server condition.
According to my child at cerebral palsy
organization website, CP is a neurological
condition affecting movement and muscle
control (Stern, 2015).
4. Causes
Every child with cerebral palsy has a unique
story of the causes from lack of oxygen at
birth, premature birth, malpractice injury, or
spinal cord injury.
Development delays in milestones can be
diagnosed at 1 year old walking, sitting, or
crawling.
CP is a non-progressive disorder affecting
10,000 babies in the USA according to the
American Academy of Neurology.
5. Treatment/Prevention
Lifelong condition treatments available include: physical
therapy for gross motor development; occupational
therapy for fine motor development: handwriting skills,
dressing skills put on orthotics, fastening skills; brush
therapy for calming the child down; speech therapy for
improving speech; hippotherapy horse therapy; music
therapy; and acupuncture therapy.
Jelsma, Pronk, Ferguson, and Jelsma-Smit (2013)
examined a new alternative therapy that uses technology
in a fun and interactive video game Nintendo Wii Fit
therapy helps improve balance.
6 step treatment plan(Stern, 2015):
Obtain diagnosis and acquire medical records; assemble a care
team; assess abilities; determine goals; create, implement, and
monitor a coordinated comprehensive care plan; and maintain
records
6. Strategies for Teachers
A journal article I read about childhood educational
experiences states, “Acceptance of all” Teachers should
not place labels stigmatize or pass judgements based on
the cp student (Freeborn & Mandleco, 2010).
Teachers need to be open-minded to new experiences
with dealing with cp students evaluate new teaching
opportunity to meet these children’s needs.
Designing your classroom to meet the cp student’s needs
for movement exploration education learning integrate
movement activities in the classroom.
Teach the student independent skills which will help the
student learn in life.
Communication with the support system in school from
physical therapist, occupational therapist, and speech
therapist.
7. Strategies for Mainstream
Students
Teacher should allow assistive technology to aide
students
Modifications and accommodations from more time for
tests, computer augmentative devices for students who do
not speak, picture exchange communication systems help
students communicate
Participating in all activities regardless of uncontrollable
movement dance hula, electric slide, and shag; physical
education: gymnastics, aerobics, weight training, sit-ups,
and aquatic activities.
CP students can benefit from the early intervention
programs designated for at risk students.
CP students have uncontrollable movements can benefit
physical therapy and physical education improve health
and wellness.
8. Advice from cp students
Early intervention programs enhance likelihood of future success in
life zero to three are windows of opportunity.
Communication is importation whether the students uses an
augmentative alternative device as a way of communicating for the
upper body extremities
Picture Exchange Communication System (PECS)
Picture Boards
Do not stigmatize students with cerebral palsy assuming that they are
not capable of learning because they have uncontrollable movements
not keep still in a classroom settings.
If I fall, walk with a limp looking like I trip on uncontrolled legs; I get back up
apart of my life.
Driving a car would put people at risk, but I rely on the public transportation
just like my other friend who has cerebral palsy. I tried at an empty parking lot
driving two legs were moving.
Passing the Driving Under the Influence physical tests of walking on straight
line or following the pen, I would fail but pass the cognitive part.
My mouth movements are unable to control do not count me out just because I
have a body that I cannot control.
9. Additional Resources
Websites for cerebral palsy:
The Ultimate Resource for Everything Cerebral
Palsy
United Cerebral Palsy Organization
Resources in Alaska for Cerebral Palsy
Lesson Ideas CP
10. Story about a cerebral palsy
student
Including Samuel update now 8th grader
11. Bibliography
American Academy of Neurology. (2010, January 25). AAN guideline evaluates treatments for
kids with cerebral palsy. Retrieved from American Academy of Neurology:
https://www.aan.com/PressRoom/Home/PressRelease/790
Freeborn, D., & Mandleco, B. (2010). Childhood education experiences of women with cerebral
palsy. The Journal of School Nursing, 310-319.
Jelsma, J., Pronk, M., Ferguson, G., & and Jelsma-Smit, D. (2013). The effect of the nintendo
wii fit on balance control and gross. Developmental Neurorehabilitation, 27-37.
Stern, K. (2013, October 31). Six-step treatment plan. Retrieved from My Child at
cerebralpalsy.org: http://cerebralpalsy.org/about-cerebral-palsy/treatment/six-step-treatment-plan/
Stern, K. (2015). Definition of cerebral palsy. Retrieved from My child at cerebral palsy.org:
http://cerebralpalsy.org/about-cerebral-palsy/definition/
Stern, K. (2015). Therapy. Retrieved from My child at cerebralpalsy.org:
http://cerebralpalsy.org/about-cerebral-palsy/treatment/therapy/
US Department of Education. (2004). Building the legacy of IDEA 2004. Retrieved from US
Department of Education: http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E8,c,
