Functional characteristics of school age children with cerebral palsy

Abstract

Children with cerebral palsy are one of the largest, but also very heterogeneous category in the population of people with motor disabilities. In the school environment, children achieve their functioning and behavior through motor activity, cognitive activity, communication and adaptation. The aim of the study was to evaluate the functioning of students with cerebral palsy in school and social activities. The basic assumption is that functional deficits that accompany cerebral palsy limit students’ participation in school and social activities and lead to the need for continued professional support. The sample consists of 27 participants with cerebral palsy (59.3% boys), aged 9 to 16 years (M = 12.48, SD = 4.89). The sample was uniform in gender structure (χ2 = .926, df = 1, p = .336) and calendar age (χ2 = 1.556, df = 2, p = .459). For the purposes of the research, a Protocol for assessment the functioning of the students at school was developed. This protocol contains tests for assessment functional status, subjects participation and their needs. The results of the study showed that severe motor disorder (irreversible) is present in 22.2% of children with cerebral palsy. In relation to the level of realization of activities of daily living, 59.3% partially accomplish activities of daily living. 37% of the subjects participate in school activities independently, while 51.9% of the subjects with cerebral palsy have independent participation in social activities. At the same time, the need for a personal companion is recorded in 33.3% of children, while the need for support in development and learning is identified in almost 97% children from our sample. The variability of results indicates that the degree of functional ability and functional characteristics is an important criterion for defining the program of rehabilitation and education of children with cerebral palsy.

Deca sa cerebralnom paralizom su jedna od najbrojnijih, a istovremeno i veoma heterogenih kategorija u populaciji osoba sa motoričkim poremećajima. Deca u školskoj sredini svoje funkcionisanje i ponašanje ostvaruju kroz motoričku aktivnost, kognitivnu aktivnost, komunikaciju i adaptaciju. Cilj istraživanja je bio procena funkcionisanja učenika sa cerebralnom paralizom u školskim i socijalnim aktivnostima. Osnovna pretpostavka je da funkcionalni deficiti koji prate cerebralnu paralizu ograničavaju participaciju učenika u školskim i socijalnim aktivnostima i vode ka potrebi za kontinuiranom stručnom podrškom. Uzorak istraživanja čini 27 ispitanika sa cerebralnom paralizom (59,3% ispitanika muškog pola), uzrasta od devet do 16 godina (AS = 12,48, SD = 4,89). Uzorak je ujednačeni u odnosu na polnu strukturu (χ2 = 0,926, df = 1, p = 0,336) i u odnosu na kalendarski uzrast (χ2 = 1,556, df = 2, p= 0,459). Za potrebe istraživanja kreiran je Protokol za procenu funkcionisanja učenika u školi. Ovaj protokol sadrži testove za procenu funkcionalnog statusa, procenu participacije ispitanika i procenu potreba. Rezultati istraživanja pokazuju da je teški poremećaj motorike (ireverzibilan) prisutan kod 22,2% dece sa cerebralnom paralizom. U odnosu na stepen ostvarivanja aktivnosti svakodnevnog života, 59,3% delimično ostvaruje aktivnosti svakodnevnog života. U školskim aktivnostima samostalno participira 37% ispitanika, dok samostalnu participaciju u socijalnim aktivnostima ostvaruje 51,9% ispitanika sa cerebralnom paralizom. Istovremeno, potreba za ličnim pratiocem evidentirana je kod 33,3% dece, dok je kod skoro 97% utvrđena potreba za podrškom u razvoju i učenju. Varijabilnost rezultata ukazuje na to da su stepen funkcionalnih sposobnosti i funkcionalne karakteristike bitan kriterijum za definisanje programa rehabilitacije i edukacije (organizovanja školovanja) dece sa cerebralnom paralizom.