Predictors of Social Participation of Children with Cerebral Palsy in School Environment

Abstract

The aim of this paper is to allocate studies dealing with the identification of predictors and the definition of the importance, nature and extent of social participation of children with cerebral palsy in the school environment. A review of literature dealing with the subject will be carried out and the knowledge of the field systematized. The selected studies will be analyzed and the predictors and determinants of participation defined. Based on the analysis guidelines for the upgrade of social participation of children with cerebral palsy will be outlined and suggestions for the implementation of this knowledge in the practical work in inclusive terms given. The results suggest that there is a complex relation between disability, participation and school environment and that the predictors cannot be viewed as isolated entities but only as combined models of the interactive physical and cognitive-behavioral variables. The key steps in the professional intervention comprise the development of strategies that will enable children with cerebral palsy to take full advantage of the opportunities provided by daily school activities in terms of active social inclusion.