Adaption of operating tasks arts pupils with cerebral palsy

Abstract

Art culture is a complex area, and this complexity is reflected in its different manifestations of theory and practice. It is an integral part of the work and production, visual communication, daily living, housing and clothing, leisure and entertainment, as well as a component of the opera, ballet, film, drama games, events, celebrations and so on. Motor abilities of children with cerebral palsy disorders accompanied by feelings, perception, cognition, communication and behavior, epilepsy and secondary muscle-bone problems are important factors in the implementation of arts education. The work aims to determine whether students with cerebral palsy homogeneous group in relation to the possibility of adopting the operational tasks of teaching arts and that kind of task impact. The results showed that from a total of 44 operational task in 24 found a statistically significant difference between the task and able students to its execution, while at 20 we found significant task. From previous results we conclude that the operational objectives and program content in disproportion to the possibilities of the surveyed children with cerebral palsy for their approval. Bearing in mind the conclusion of the paper to give suggestions that may contribute to better productivity and performance of children with cerebral palsy in the teaching of arts.