School process role for children with cerebral palsy

Year 2012, Volume: 17 Issue: 4, 213 - 216, 03.04.2013

Erna žgur

Abstract

Abstract. Every child needs for successful school enteringspecific developmental maturation that includes developmental maturity oncognitive, emotional, social and motor area. Cerebral palsy (CP) at childcauses appearance of many difficulties that are shown on motor and otheractivities. Brain damage and also their associational connections cause a lotof defects, that are influencing on different school capabilities and skills:capability of thinking, concentration, listening, speech, reading,articulating, writing, drawing, analysing, synthesizing, conclusion, processingand math. Exact and proper schooling and adequate complexity of schooleducation significantly accelerate a progress on different areas, not only onself dependent, but also social independence in a child with CP in a long term.Quality, unique and on time choice of school process at holistic rehabilitationof child with CP is significant and includes efficient preparation for widersocial inclusion.Key words: Cerebral palsy, school activities, help programme, team work

Keywords

Cerebral palsy, school activities, help programme, team work

References

• Ismail AH. Povezanost izmedju kognitivnih, motoričkih i konativnih karakteristika. Kineziologija. Zagreb 1976; 11-12 (in Croatian).
• Eliasson AC, Krumlinde-Sundholm L, Rosblad B, et al. The Manual Ability Classification System (MACS) for children with cerebral palsy: scale development and evidence of validity and reability. Department of Woman and Child Health, Karolinska Institute, Sweden 2004; 549-554.
• Gallahue DL, Ozmun JC. Understanding motor development, Infants, Children, Adolescents, Adults. Boston, USA 1998; 72-76.
• Haskell SH, Barett EK. The Education of Children with Physical and Neurological Disabilities. Third Edition. London, Chapman & Hall, UK 1993.
• Zupančič M, Kavčič T. Preizkusi za ugotavljanje in spremljanje zgodnjega razvoja. In: Marjanovič Umek L, Zupančič M. (ur.). Razvojna psihologija: izbrane teme. Ljubljana. Oddelek za psihologijo Filozofske fakultete 2001; 12-16 (in Slovenian).
• Bradley R, Harris R, Jenner P, Schmahmann J. The Cerebellum and Cognition. First edition, Academic Press, USA 2006; 13-21.
• Geralis E, Ritter T. Children with Cerebral Palsy. A Parents' Guide. Woodbine House, UK 1998; 54-59.
• Gibson S, Blandford S. Managing Special education Needs. A practical guide for primary and secondary schools. Paul Chapman Publishing, A SAGE Publications Publishing, London, UK 2005.
• Reid G. Specific learning difficulties: the sprectrum. V N. Jones, Developing School Provision for children with Dyspraksia. A Practical Guide. London, PCP, Paul Chapman Publishing, UK 2005.
• Scrutton, D. Management of the motor disorders of children with cerebral palsy. London: MacKeith Press: Distributed by Cambridge University Press, UK 2004; 70-73.
• Magill RA. Motor learning: Concept and applications. Dubuque, McGraw-Hill, USA 1998; 14-23.
• Lewis A. Children's Understanding of Disability. Routledge, London, UK 2004; 44-73.
• Miller F, Bachard SJ. Cerebral Palsy. A Complete Guide for Caregiving. Baltimore. A Johns Hopkins press helath book, USA 2006; 25-29.
• Morris C, Kurinczuk J, Fitzpatrick R, Rosenbaum PL. Reliability of the Manual Ability Classification System for Children with Cerebral Palsy. In: Developmental Medicine & Child Neurology. The official journal of the American Academy for Cerebral Palsy and Developmental Medicine, the British Paediatric Neurology Association, London Press, MacKeith, UK 2006; 48: 954-961.
• Lovaas NW, Eikeseth S. Reading and Writing: A Brief Introduction. In: Teaching Individuals with developmental Delays. Basic Intervention Techninques. Austin, Texas, Pro-ed, An International Publisher, USA 2003; 271-290.
• Kirk S, Gallagher GJ, Anastasiow Coleman MR. Educating. Exceptional Children, Elementh edition, Houghthon Mifflin Company, Boston, USA 2006.
• Pospiš M. Obrazovanje i neurorazvojne funkcije odgovorne za učenje. Priručnik za nastavnike, roditelje i učenike. HSUDCP Zagreb 2003; 11-46 (in Croatian).
• Scherzer AL. Early Diagnosis and Interventional therapy in Cerebral Palsy. An Interdisciplinary Age- Focused Approach. Cornell University Medical Center. New York, USA 2001; 43-48.
• Žgur ČE. Terapevtska dejavnost kot spodbujevalka branja, pisanja in risanja. Defektologica Slovenica, Slovenia 2004; 3: 53-62 (in Slovenian).
• Clark C, Dyson A, Millward A. Theorising. Special Education. London, UK 1998; 115-153.