Handouts for Cerebral Palsy
What is Cerebral Palsy?
The term cerebral means something that has to do with the brain, while palsy refers to
weakness or problems in using one’s muscles or “different types of paralysis”. According to
Centers for Disease Control and Prevention defined cerebral palsy as disorder that impairs and
individual to walk or move.
According to Centers for Disease Control and Prevention
defined cerebral palsy as disorder that impairs and individual to walk or move
Cerebral palsy is usually caused by damage to the developing brain that affects one’s
ability to control muscles. Cerebral palsy is a group of disorders that affect movement and
muscle coordination due to damage to the developing brain, often occurring before or during
birth, or shortly after.
Intellectual disability is not defined by cerebral palsy alone. It is specifically categorized
as a motor impairment. The condition of cerebral palsy does not affect a person's intellect.
However, 30 to 50 percent of children with CP may experience cognitive impairment. This
means that a significant proportion of children with CP experience challenges in areas such as
memory, attention, language, and learning.
CP affects people differently. Someone with severe CP might need special things to help
them walk, or they might not be able to walk at all and need help for their whole life. But
someone with mild CP might walk a bit strangely but not need any special help. CP doesn't get
worse as time goes on, but the signs might change as the person gets older.
CP shows up differently in each person because there are various types and levels of
disability. A big clue that a child might have CP is if they're slow to hit motor or movement
milestones, like rolling over, sitting up, standing, or walking.
EARLY SIGNS OF CEREBRAL PALSY
Baby younger than 6 months
His head lags when you pick him up while he’s lying on his back
He feels stiff
He feels floppy
When held cradled in your arms, he seems to overextend his back and neck, constantly
acting as if he is pushing away from you
When you pick him up, his legs get stiff and they cross or scissor
Baby Older than 6 months
She doesn’t roll over in either direction
She cannot bring her hands together
She has difficulty bringing her hands to her mouth
She reaches out with only one hand while keeping the other fisted
Baby Older than 10 moths
He crawls in a lopsided manner, pushing off with one hand and leg while dragging the
opposite hand and leg
He scoots around on his buttocks or hops on his knees, but does not crawl on all fours
TYPES OF CEREBRAL PALSY
1. Spastic Cerebral Palsy
- This is the most common type of cerebral palsy, accounting for about 70-80% of cases.
- People with spastic CP have increased muscle tone. This means their muscles are stiff
and, as a result, their movements can be awkward.
- It can affect one side of the body (hemiplegia), both legs (diplegia), or all four limbs
(quadriplegia).
2. Dyskinetic or Athetoid Cerebral Palsy
- People with dyskinetic CP have problems controlling the movement of their hands, arms,
feet, and legs, making it difficult to sit and walk. The movements are uncontrollable and
can be slow and writhing or rapid and jerky. Sometimes the face and tongue are affected
and the person has a hard time sucking, swallowing, and talking. A person with
dyskinetic CP has muscle tone that can change (varying from too tight to too loose) not
only from day to day, but even during a single day.
3. Ataxic Cerebral Palsy
- People with ataxic CP have problems with balance and coordination. They might be
unsteady when they walk. They might have a hard time with quick movements or
movements that need a lot of control, like writing. They might have a hard time
controlling their hands or arms when they reach for something.
4. Mixed Cerebral Palsy
- Mixed CP presents with a combination of symptoms from different types, which can vary
in severity and presentation among individuals.
TEACHING STRATEGIES
1. Understanding the Student's Needs: it's essential to understand the specific challenges
and abilities of the student with cerebral palsy. This may involve consulting with the
student's parents, caregivers, and relevant professionals (e.g., occupational therapists,
physical therapists) to gain insights into their motor abilities, communication skills, and
any accommodations or assistive devices they may require.
2. Individualized Education Plan (IEP): Work with the school's special education team to
develop an Individualized Education Plan (IEP) tailored to the student's needs. The IEP
outlines goals, accommodations, and support services to ensure the student's academic
and developmental needs are met.
3. Physical Accessibility: Ensure that the classroom and learning materials are physically
accessible to the student. This may involve arranging for wheelchair accessibility,
adjusting desk heights, providing assistive technology, or using alternative seating
options to accommodate the student's mobility needs.
4. Adapted Instructional Materials: Modify instructional materials and activities to suit
the student's learning style and abilities. This may include providing simplified or
alternative versions of assignments, using visual aids or multimedia resources, and
incorporating hands-on learning experiences.
5. Assistive Technology: Integrate assistive technology devices or tools that can support the
student's communication, mobility, and learning. This could include speech-to-text
software, communication boards, adaptive keyboards, or specialized computer programs
designed for students with motor impairments.
6. Peer Support and Collaboration: Encourage peer support and collaboration by
fostering a classroom environment where students are understanding and inclusive.
Pairing the student with cerebral palsy with supportive classmates can help facilitate
social interaction and academic engagement.
7. Flexible Instructional Strategies: Implement flexible instructional strategies that
accommodate the student's pace of learning and communication preferences. Allow extra
time for tasks, provide verbal prompts or cues, and offer alternative methods of
demonstrating understanding, such as oral presentations or multimedia projects.
8. Regular Communication and Feedback: Maintain open communication with the
student, their parents, and support professionals to monitor progress, address concerns,
and make any necessary adjustments to support their learning and development.
Reporter: Stephanie Ann S. Antique
References:
https://www.studocu.com/ph/document/our-lady-of-triumph-institute-of-technology-inc/
foundation-of-inclusive-education/learners-with-intellectual-and-learning-disabilities-
summary/50825377
https://www.cdc.gov/ncbddd/cp/facts.html#EarlySigns
https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/intellectual-disability
