Understanding Cerebral Palsy and Its Impact on Special Needs Children

This report provides an overview of Cerebral Palsy (CP), a developmental disorder impacting motor functions, and its effects on children with special needs. It details the physical symptoms, including shaky movements, lack of coordination, and muscle-related difficulties, and intellectual disabilities such as below-average IQ and developmental delays. The report also addresses the psychological and social challenges faced by children with CP, including anxiety, difficulties in social interaction, and challenges in maintaining peer relationships. It highlights the need for parent training and positive behavior modification to improve the children's cognitive skills and overall well-being. The report references several studies that support the findings, emphasizing the importance of understanding and supporting children with CP.

Running Head: STUDENTS WITH SPECIAL NEEDS 1
STUDENTS WITH SPECIAL NEEDS
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STUDENTS WITH SPECIAL NEEDS 2
Introduction
Cerebral Palsy (CP) refers to a disorder which affects normal body movements caused by
a disease of the brain. Cerebral means the brain or cerebrum and the part of the brain affected is
that which controls the body's motor functions. Palsy means certain body parts are paralysed and
cannot move properly. It is considered as a developmental disorder which is the most rampant.
Different individuals express the disorder in different degrees and a wide array of methods. CP is
caused by injuries to one or more parts of the brain, during the development of the brain. CP
impacts on a child's psychology as well as their physical abilities (Debabneh, 2013).
Symptoms
The symptoms of CP (Physical characteristics)
Include;-
 Shaky spastic movements
 Lack of coordination
 Slow movements
 Drooling excessively in the face due to lack of control of the facial muscles
 Excessive loose or hard muscles
 One side of the body favored more than the other,
 Small objects become difficult to grasp
 Inability to control movements of certain body parts
Most of the disabilities associated with CP are muscle related. However, most of the time, when
a child exhibits muscle related difficulties, they are also likely to exhibit intellectual disabilities
(Valle, & Connor, 2011) ).

STUDENTS WITH SPECIAL NEEDS 3
Intellectual disabilities
Include:-
 IQ which is below average, which according to the American Academy of psychiatrists is
below 70. Children with low IQ levels have problems with solving problems and carrying
out daily activities.
 missed cognitive milestones, like talking, walking and understanding basic grammar or
language, at the age they should be, perhaps two years
 Developmental delays like a child does not sit without assistance at the time they are six
months like other children
 Disabilities in behavior, where they have higher than normal temper, mood swings and
even excessive crying (Majnemer, Shevell, Law, Poulin,, & Rosenbaum, 2010).
Challenges in social behavior
CP limits a child from performing in age appropriate activities while also preventing
them from engaging in daily activities. CP also limits cognitive activities, communication,
sensory development and emotional development of a child. Social functioning is also limited.
Sometimes CP causes anxiety and fear in children when they see how they are different from
others and sometimes due to lack of control of their bodies (Mastropieri, & Scruggs, 2017).
Sometimes their frustrations are caused by the inability to feed themselves and even inability to
communicate what they feel or want. Also, the symptoms of CP are visible and noticeable, thus
making the children embarrassed and afraid to interact with other people and their peers due to
how easily emotional they are. Consequently, it is hard for the children to maintain peer
relationships (Brossard-Racine, Hall, Majnemer, Shevell, Law, Poulin, & Rosenbaum, 2012).

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Positive challenges
Parents need to be trained to be able to have good skills in handling their children with
CP. These programs can also help parents assist their children in getting more skills while at the
same time helping them reduce the behavioural problems. When parents master the triggers to
their children, they can know how to control their children's behaviour and avoid the factors
which lead to increased behavioural problems. Consequently, they and modify or change the
environment which promotes the inappropriate behaviour. When behavioural problems are
reduced, it improves the positive perception of the children while it also increases their cognitive
skills, ability to cope and do many things normally. Effective, empowerment and positive
behaviour modification can help children with CP have a healthy growth (Santos, Biancardi,
Guare, & Jardim, 2010)).

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References
Brossard-Racine, M., Hall, N., Majnemer, A., Shevell, M. I., Law, M., Poulin, C., & Rosenbaum,
P. (2012). Behavioural problems in school age children with cerebral palsy. European
Journal of Paediatric Neurology, 16(1), 35-41.
Dababneh, K. A. (2013). The socio-emotional behavioural problems of children with cerebral
palsy according to their parents' perspectives. International Journal of Adolescence and
Youth, 18(2), 85-104.
Majnemer, A., Shevell, M., Law, M., Poulin, C., & Rosenbaum, P. (2010). Level of motivation
in mastering challenging tasks in children with cerebral palsy. Developmental Medicine
& Child Neurology, 52(12), 1120-1126.
Mastropieri, M. A., & Scruggs, T. E. (2017). The inclusive classroom: Strategies for effective
differentiated instruction. Pearson.
Santos, M. T. B. R., Biancardi, M., Guare, R. O., & Jardim, J. R. (2010). Caries prevalence in
patients with cerebral palsy and the burden of caring for them. Special Care in Dentistry,
30(5), 206-210.
Valle, J. W., & Connor, D. J. (2011). Rethinking disability: A disability studies approach to
inclusive practices. McGraw-Hill.