Cerebral Palsy By: Shaina King

What is Cerebral Palsy? Cerebral Palsy the damage caused to the brain before or during birth, at infancy, or during the early toddler years. Cerebral Palsy is a misconnection in the brain that that causes a child not to be able to control his or her muscles.

What is Cerebral Palsy? Cerebral Palsy causes stiffness of the limbs and trunk, the body to have involuntary movements, and instability while walking. Delays in reaching milestones like crawling, sitting up alone, or even pushing up on arms, favoring one side of the body, excessive drooling or having problems swallowing, delays in speech development, and difficulties with particular movements like picking up a pencil or a crayon.

Classification Classification Cerebral palsy is divided into four classifications. These classifications reflect the areas of the brain that are damaged and the different movement impairments. Spastic, ataxic, athethosis, and mixed.

Classification Spastic is stiffness in muscles and inflated reflexes. Ataxic is the lack of muscle coordination. Athethosis is having a difficulty with fine motor movements. Mixed is a combination of the three.

Prevalence One in three hundred and three eight year old children has some level or type of Cerebral Palsy.

Signs of Cerebral Palsy A child over two months with cerebral palsy might: ◦Have difficulty controlling head when picked up ◦Have stiff legs that cross or "scissor" when picked up A child over six months with cerebral palsy might: ◦Continue to have a hard time controlling head when picked up ◦Reach with only one hand while keeping the other in a fist A child over ten months with cerebral palsy might: ◦Crawl by pushing off with one hand and leg while dragging the opposite hand and leg ◦Not sit by himself or herself A child over twelve months with cerebral palsy might: ◦Not crawl ◦Not be able to stand with support A child over two years of age with cerebral palsy might: ◦Not be able to walk ◦Not be able to push a toy with wheels

Causes of Cerebral Palsy Genes Fetal Stroke Lack of Oxygen Infant Infections ◦Meningitis or severe or untreated jaundice Traumatic Head Injury ◦Accident, Fall, or even abuse Infections during pregnancy ◦Rubella, Chicken Pox, Exposure to Toxins, Syphilis

Academic, Physical, Psychological, and Social Issues Speech Delay Struggle walking Malnutrition Depression Social Isolation Premature Aging

DESE Requirements Developmental Delay Missouri Division of Special Education Compliance Standards & Indicators 2100-ELIGIBILITY CRITERIA: Young Child with a Developmental Delay Legal Requirement Indicator Documentation NOTE: Basis for legal requirements found in Missouri State Plan for Special Education, Section III; Federal Regulations 300.8, This criteria is for children ages 3 through 5 (not kindergarten age eligible) who are experiencing developmental delays as measured in one of the 3 following ways (Indicators , , and ) NOTE: LEAs in Missouri are not required to adopt and use the term “Young Child with a Developmental Delay” for any children in their jurisdiction. However, if an LEA uses the term “Young Child with a Developmental Delay,” the LEA must conform to both the State’s definition of the term and the age range Evaluation procedures include: The evaluation report documents: a. The results of formal instruments/assessment(s) provided in standardized, quantified form or equivalent levels. OR b. The results of informal assessment(s) provided in equivalent form Identification based on multiple delays: A comprehensive evaluation report is present which documents performance at or below 1.5 standard deviations or equivalent levels of the mean in a combination of any two (2) or more of the following areas: a. Cognitive b. Adaptive c. Social/Emotional d. Communication in (one (1) or more) of following: d.(1) The child’s overall receptive and expressive communication must be at or below 1.5 standard deviations or equivalent levels of the mean d.(2) The child’s sound production is below the limits of normal developmental guidelines as established by accepted normative data, and sufficient data is present to document the existence of a sound system disorder due to multiple errors which compromise the child’s intelligibility and/or the listeners perceptions. Refer to Indicators (Sound System Disorder) for additional information d.(3) Voice- Refer to Indicators d.(4) Fluency- Refer to Indicators

First Steps teps/documents/se-fs- firststepsgeneralbrochure2011.pdf teps/documents/se-fs- firststepsgeneralbrochure2011.pdf

Sources Sources: Department of Elementary and Secondary Education Website United Cerebral Palsy Website- Mayo Clinic- Schumm, Jeanne, Bos, Candace, Vaughgn, Sharon (2011). 5 th Edition. Teaching Students Who Are Exceptional, Diverse, and At Risk in General Education Classroom. New Jersey: Pearson.