Cerebral Palsy A presentation by Shalonda Thomas, Chairun Combs, Alan Kauffman, Anthony Nanfito, Robert Scott, and Kathryn Buckles

Presentation Outline Introduction (Shalonda) Challenges (Chairun) Brainstorm Activity (Alan) Classroom Adaptations (Anthony) Curriculum Modifications (Robert) Instructional Strategies (Kathryn) References

Introduction to Cerebral Palsy Shalonda Thomas

Cerebral Palsy (CP) Cerebral Palsy (CP) is a disorder that affects muscle tone, movement, and motor skills. CP is usually caused by brain damage that occurs before or during a child's birth, or during the first 3 to 5 years of a childs' life. The brain damage that leads to cerebral palsy can also lead to other health issues, including vision, hearing, speech problems and learning disabilities. About 500,000 living in the US that have this condition.

Types of CP 1.Spastic cerebral palsy - causes stiffness and movement difficulties. 2.Athetoid cerebral palsy - leads to involuntary and uncontrolled movements. 3.Ataxic cerebral palsy - causes a disturbed sense of balance and depth perception.

Causes of CP The exact cause of CP is unknown although many are the result of problems during pregnancy in which the brain is either damages or does not develop normally. This damage can be caused by infections, maternal health problems or a genetic disorder. Premature babies have a higher risk of CP

Diagnosis of CP CP may be diagnosed very early in an infant known to be at risk. Doctors usually follow these kids from birth so that they can identify and address any developmental delays. Difficult to diagnose this disorder in the first year of life. Doctors aren't able to diagnose CP until they see a delay in normal developmental milestones (reaching for toys or sitting up).

Challenges Chairun Combs

Fine Motor Coordination Does the student have difficulty keeping their hand or paper steady when writing or taking notes? Can the student create a piece of artwork in the allowed amount of time?

Gross Motor and Motor Planning Skills Does the student have difficulty with movement or postural control that may affect their ability when sitting or moving around the classroom? Does the student have motor planning issues that keep them from going about tasks even if they know what they want to do?

Communication And Language Does the student have difficulty understanding written and spoken language? Does the student have difficulty expressing themselves in written or spoken terms? Can they find the right words to describe something?

Attention Span Does the student have a short attention span? Are they able to concentrate as long as their peers? Are the expectations as to what the student should achieve in class realistic?

Perception Does the student have difficulty interpreting information from their senses such as judging the size of objects, distinguishing different sounds or looking at diagrams?

Brainstorm Activity Alan Kauffman

Classroom Adaptations Anthony Nanfito

Classroom Adaptations Physical Environment – Making the classroom wheel-chair accessible Clean floor; free of rugs or elevated surfaces Maintain unobstructed aisles and means of egress Provide an accessible classroom desk or portable wheelchair desk – Adapting lab equipment Providing grips to lab equipment Adapting lab station so it is wheel-chair accessible – Using parents as a resource: what adaptations have been made at home for the child?

Classroom Adaptations Physical Environment (cont’d.) – Assistive technology Enlarged keyboard or voice activated computer program Writing and/or grip aides – Positioning the student near the front of the room to accommodate vision or hearing impairment Social Environment

Curriculum Modifications Robert Scott

Curriculum Modifications Be aware of the students symptoms (consult the students IEP) Make appropriate accommodations during lesson planning Students may need special accommodations for test taking

Instructional Strategies Kathryn Buckles

Instructional Strategies Teachers, Parents, and Therapist should design an Individualized Education Plan that would best accommodate the student with CP Teachers should maintain open communication with the student’s family to encourage carry over to home programs, including the student Educators should demonstrate a great deal of emotional support and patience and UTILIZE EFFECTIVE TEACHING STRATEGIES

Individualized help Determine students learning preference and ability to help make all lessons accessible to students with CP Differentiated, direct, or indirect instruction May have to provide alternative assessments for student with CP Modify hands on lessons so that CP students can participate Research and use assistive technology in your classroom, see what would best support your student with CP Use of technology in the classroom Provide additional handouts Use literacy strategies Audio teacher reads aloud Depending on the student’s obstacles the following may be helpful:

Videos The Family Center on Technology and Disability: Assistive Technology in Action Video Series – Sam: – Elle:

References Early School Years Fact Pact. Cerebral Palsy Alliance. /early_school_years_fact_pack.pdf /early_school_years_fact_pack.pdf About Cerebral Palsy. MyChild Cerebral Palsy Foundation. Cerebral Palsy in the Classroom. Teach-Nology.com How to Help Students with Cerebral Palsy. Suite palsy-a palsy-a Accommodating Students with Cerebral Palsy. Job Accommodation Network, U.S. Department of Labor: Office of Disability Employment Policy. The IRIS Center. The Family Center on Technology and Disability.