Discuss About The Students With Special Needs Management?
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).
The symptoms of CP (Physical characteristics)
- 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) ).
- 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)
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)).
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.