Benefits of Physical Activity of Children With Cerebral Palsy in Mainstream Schools: Difference between revisions
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• Q. Is Cerebral Palsy a chronic condition?<br>• Ans. Yes, the effects of CP are long term, not temporary. An individual diagnosed with CP will have the condition for the entirety of their life.<br> <br>{{#ev:youtube|p5VNdy7_nIM}} | • Q. Is Cerebral Palsy a chronic condition?<br>• Ans. Yes, the effects of CP are long term, not temporary. An individual diagnosed with CP will have the condition for the entirety of their life.<br> <br>{{#ev:youtube|p5VNdy7_nIM}} | ||
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= Current state of physical activity inclusion of students with CP in mainstream primary schools = | |||
<br>Schenker’s study (2005) found that there were significant differences between participation and activity performance of body-abled students and students with CP included in mainstream primary schools. Furthermore, activity performance limitations had negative impact on school participation (Figure 1-3). Children with CP were actively involved in a wide range of leisure activities and experienced a high level of enjoyment. However, involvement was lower in skill-based and active physical activities as well as community-based activities (Majnemer, 2008). | |||
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Figure 1. Children with CP had reduced participation in 6 different school environments compared to body-abled children; the level of participation depends on the physical demand of environment. For example, children with CP had lowest participation in activities in playground and recess which demand highest active physical abilities (modified from Schenker, 2005). | |||
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Figure 2. Children with CP had lower level of performance in both physical tasks compared to body-abled students (modified from Schenker, 2005). | |||
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Figure 3. Children with CP also had lower level of performance in cognitive/behavioural tasks compared to body-abled students (modified from Schenker, 2005). | |||
<br> '''Challenging behaviour''' <br>Children with CP in mainstream school appear to have some form of challenging behaviour which may reflect some need being unfulfilled, or a problem with communication. Figure 2 showed that behavior regulation of students with CP was much lower than that of body-abled students. Challenging behaviour reflects the fact that there is something going wrong that needs to be addressed. It can be a challenge to professionals, teachers, carers and parents. It shows that there is some need being unfulfilled, or a problem with communication, not that there is a person doing something wrong who needs to be stopped. A child with CP is more likely to have challenging behaviour, which is contributed by a combination of impairments, environment, interpersonal relationships and other factors. Children with CP have to develop some form of behaviour in order to have their needs met (Scope). <br> <br>'''Learning Difficulties''' | |||
A large proportion of children with cerebral palsy have learning difficulties, though they have a similar range of intelligence as body-abled children (Beckung & Hagberg, 2002; Schenker, 2005). The prevalence of learning difficulties increases when epilepsy is present. Learning difficulties include the difficulties understanding new or complex information, learning new skills, and coping independently. Children with learning difficulties can suffer from the same mental health and emotional difficulties that others do. In many cases they can be less well equipped and supported to deal with them (Scope). <br> | |||
= EDUCATION FOR CHILDREN WITH A DISABILITY = | = EDUCATION FOR CHILDREN WITH A DISABILITY = |
Revision as of 17:35, 19 November 2014
INTRODUCTION[edit | edit source]
LEARNING OUTCOMES[edit | edit source]
- Recognize and describe the common clinical manifestations of CP and the potential impacts on participation in the school setting.
- Evaluate the importance and benefits of physical activity in students with CP.
- Construct a tailored teaching plan to accommodate specific needs of students with CP.
- Demonstrate improved awareness and application of current guidelines and recommendations for students with CP in the mainstream school setting.
WHAT IS CEREBRAL PALSY[edit | edit source]
Cerebral palsy (CP) is a well recognised neurodevelopmental condition beginning in early childhood and persisting throughout an individual’s life. Mutch et al (1992) defined CP as “an umbrella term covering a group of non- progressive, but often changing, motor impairment syndromes secondary to lesions or anomalies of the brain arising in the early stages of development”. In the western world, a total of 2-2.5 of every 1000 born children have CP. Cerebral Palsy is caused by a brain injury or brain malformation occurring during either the foetal development, at birth or after birth during which time the brain is still developing. The primary conditions affected by Cerebral Palsy are motor impairments, such as: What are the different types of Cerebral Palsy?[edit | edit source]
• Athetoid or Dyskinesia – This causes unwanted abnormal movements and involuntary muscle spasms which can be difficult to control and are sometimes painful. These are a result of incorrect signals from the brain which cause fluctuations in muscle tone that affects the entire body. It occurs in 10-20% of cerebral palsy cases.
• Ataxia – this causes the muscle to have low tone and is often described as being floppy. There is generally a disturbance of the coordination of voluntary movements due to muscle dysnyergia which leads to an unsteady gait and difficulty with fine motor tasks.. It affects 5-10% of cerebral palsy cases.
• Quadriplegia (tetraplegia) – all four limbs are functionally compromised.
The general headings used for each level are seen here: Associated Problems[edit | edit source]
Signs and symptoms of cerebral palsy may not always be apparent at birth. In the first 12-18 months of life, Cerebral palsy except in its mildest forms can be seen and diagnosed in children. Cerebral Palsy – Some Frequently asked Questions[edit | edit source]
• Q. Is CP a curable condition? • Q. Is CP a Progressive Condition? • Q. Is Cerebral Palsy a permanent condition? • Q. Is Cerebral Palsy manageable? • Ans. Yes, the effects of CP are long term, not temporary. An individual diagnosed with CP will have the condition for the entirety of their life. |
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Current state of physical activity inclusion of students with CP in mainstream primary schools[edit | edit source]
Figure 1. Children with CP had reduced participation in 6 different school environments compared to body-abled children; the level of participation depends on the physical demand of environment. For example, children with CP had lowest participation in activities in playground and recess which demand highest active physical abilities (modified from Schenker, 2005). Figure 2. Children with CP had lower level of performance in both physical tasks compared to body-abled students (modified from Schenker, 2005). Figure 3. Children with CP also had lower level of performance in cognitive/behavioural tasks compared to body-abled students (modified from Schenker, 2005).
A large proportion of children with cerebral palsy have learning difficulties, though they have a similar range of intelligence as body-abled children (Beckung & Hagberg, 2002; Schenker, 2005). The prevalence of learning difficulties increases when epilepsy is present. Learning difficulties include the difficulties understanding new or complex information, learning new skills, and coping independently. Children with learning difficulties can suffer from the same mental health and emotional difficulties that others do. In many cases they can be less well equipped and supported to deal with them (Scope). EDUCATION FOR CHILDREN WITH A DISABILITY[edit | edit source]It is the right of every child between the ages of 5 – 16 years old to receive an education, and to be offered a free place at a state school (Education and Learning, 2014). This framework extends to children and young adults with disability. The Equality Act (2010) states that it is against the law for schools and other education providers to discriminate against children with disability. Special education needs (SEN) is an umbrella term utilized to describe individuals who have learning difficulties or disabilities which make it harder for them to learn than most other individuals of the same age. The four areas highlighted to be challenging are: -Communicating and interacting - Cognition and learning - Social, emotional and mental health difficulties - Sensory and/ or physical needs (0-25 SEND Code of Practice(2014) Disability exists in many children and young people who have SEN. The Equality Act (2010) defines disability as; ‘A physical or mental impairment which has a long-term (a year or more) and substantial adverse effect on their ability to carry out normal day-to-day activities.’ Cerebral Palsy is classed as a disability as it is a life-long condition which needs regular input for specialists and therapists. Individuals with disability often require higher levels of provision, to ensure they are given the same opportunities than those who are not disabled (Debenham, 2012). In order to aid the delivery of the national curriculum to children and young people with SEN, an Individual Education Plan (IEP) can be designed to optimise the education that individual receives. Using the curriculum being followed as a basis, the IEP creates strategies which are being utilised in order to help them meet their additional needs.
MOVEMENT OPPORTUNITIES VIA EDUCATION (MOVE) PROGRAMME[edit | edit source]In the 1980’s, Linda Bidabe designed the Movement Opportunities Via Education (MOVE) program. The program was designed, as it was being found that pupils with severe disability were leaving school with less skills than when they first attended. The emphasis of the program is to develop functional and meaningful outcomes for the individual utilising current theories of motor development and activity based programs (Kern County Superintdent of Schools, 1990). The program has been developed to support those with differing levels of abilities and in a multitude of different settings. A top-down Motor milestone assessment is used; therefore concentrating on the current abilities of the child.
From the simpler tasks to a more complex tasks, individuals are taught skills to optimise their independent functioning (van der Putten, Vlaskamp, Reynders, & Nakken, 2005). Activities relate to sitting, standing, transferring and walking. By using a collaborative team approach and a six step method, MOVE develops goals and priority goals to implement an intervention (Bidabe, Barnes, & Whinnery, 2001). The six steps of MOVE are as follows:
“BEING A PART, NOT APART” The Council for Disabled Children (CDC) is an blanket term for a group of organizations that hold a range of perspectives on inclusion. It is a group of council members with diverse backgrounds including professionals, parent representatives and representatives of disabled people. The CDC’s main sector is based in England, but with links to other UK nations. The CDC celebrates what is working well in the education system and family life for children and young people with disabilities and demonstrates this through their policies (CDC 2014).
(CDC, 2014) INCLUSION POLICIES
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