Cerebral PalsyCerebral PalsyGroup 2Group 2

Lillian I. FloresLillian I. Flores

Dawn WhitmoreDawn Whitmore

Gina PauleyGina Pauley

What is Cerebral Palsy?

It is a disorder that affects muscle tone, movement, and motor skills. Cerebral Palsy is a disturbance of the motor system, but it is not progressive. There are often many associated problems such as

mental retardation, hearing, speech, motor, and/or vision impairments, and health concerns.

Causes of Cerebral PalsyCauses of Cerebral PalsyThe exact cause of CP varies from child to child, but many cases result from::

Problems during pregnancy in which the brain is either damaged or doesn’t develop normally.

Some cases of CP may result from problems during delivery. Low levels of oxygen cause damage to the brain, called hypoxia, but the reasons why this happens are not known.

Asphyxia- Trauma and low levels of oxygen during birth is a rare cause Premature babies with birth weighs less than 3.3 pounds or multiple births

such as twins or triplets have an increase risk of having CP brain damage from lead poisoning, bacterial meningitis, malnutrition, being

shaken, or from a car accident while not properly restrained.

Characteristics of Cerebral PalsyCharacteristics of Cerebral Palsy

How does Cerebral Palsy affect the development of speech?

Seventy-five to eighty percent of individuals with CP have dysarthia. Dysarthia is a neurologically related speech disorder that results from injury to the brain’s frontal lobe –

the motor function area. This can cause slurred speech, soft barely audible speech, slow talking, rapid and mumbling speech, abnormal rhythm or tone of speech, hoarseness, and/or damage to the muscles relating to speaking.

Other problems that may result from dysarthia are swallowing problems, drooling, and trouble eating. Dysarthia varies from person to person and can be compounded by the cognitive level of the individual.

Underdeveloped motor skills Underdeveloped motor skills Abnormal or vacillating muscle tone Abnormal or vacillating muscle tone Decreased muscle tone- Hypotonia Decreased muscle tone- Hypotonia Increased muscle tone- Hypertonia (stiff Increased muscle tone- Hypertonia (stiff

and rigid) and rigid) May favor one side of the body or one May favor one side of the body or one

movement pattern movement pattern Unusual and often awkward posture Unusual and often awkward posture May walk on tip toes or may carry arms May walk on tip toes or may carry arms

high in “high guard position” for balance high in “high guard position” for balance When under age 3 may demonstrate When under age 3 may demonstrate

difficulty with head control and older difficulty with head control and older may hold head in awkward position may hold head in awkward position

Possible seizures and tremors – often Possible seizures and tremors – often take medication to reduce frequency take medication to reduce frequency

Frequency of Cerebral PalsyFrequency of Cerebral PalsyApproximately one to two of every 1,000

children have some form of CP.

There are four types of CP: Spastic, Dyskinetic, Ataxic, Hypotonic, and mixed.

Spastic is the most common. Dyskinetic involves abnormal movements

such as twisting and jerking. Ataxic involves tremors, unsteady gait, loss

of coordination, and abnormal movements. Hypotonic involves floppy muscles at rest,

and increased range of motion in the joints. Mixed involves any combination of the

symptoms.

Speaking Difficulties and Speech TherapySpeaking Difficulties and Speech Therapy Some people with Some people with cerebral palsy have problems moving their mouths

to form words correctly. Some have hearing loss, which affects their ability to speak clearly.

To help a child with cerebral palsy communicate more effectively try:To help a child with cerebral palsy communicate more effectively try:

– Looking directly at the child while you are speaking.Looking directly at the child while you are speaking.

– Talking slowly. Talking slowly.

– Using pictures or objects while you are speaking. Using pictures or objects while you are speaking.

– Reading with the child and using picture books. Try to get the Reading with the child and using picture books. Try to get the child involved in the story by saying, for example, "Show me the child involved in the story by saying, for example, "Show me the fire engine" or "Where is the cat?" fire engine" or "Where is the cat?"

Speech therapy may include using:Speech therapy may include using: Sign language (hand and body movements) or special boards (with pictures, words, or Sign language (hand and body movements) or special boards (with pictures, words, or

letters on them). People who do not speak clearly can learn to communicate better using letters on them). People who do not speak clearly can learn to communicate better using these tools. these tools.

The use of augmentative devices for communication purposesThe use of augmentative devices for communication purposes A hearing aid. This device may benefit people who have trouble talking because of A hearing aid. This device may benefit people who have trouble talking because of

hearing loss. hearing loss. Computers to increase the volume of a voice that is very faint. Computers to increase the volume of a voice that is very faint. Specialized computer programs. Some programs help improve speech through practicing Specialized computer programs. Some programs help improve speech through practicing

lessons. Other programs are designed to allow a person who does not speak at all to lessons. Other programs are designed to allow a person who does not speak at all to communicate through objects or symbols. communicate through objects or symbols.

Whatever is good to know is difficult to learn. Whatever is good to know is difficult to learn. - Greek Proverb - Greek Proverb

Teaching StrategiesTeaching Strategies

""Every child is gifted.  Every child is gifted. 

They just unwrap their packages at different times." They just unwrap their packages at different times."  -- unknown-- unknown

Focus on essentials. Focus on essentials. Make linkages obvious Make linkages obvious

and explicit. and explicit. Prime background Prime background

knowledge. knowledge. Provide temporary Provide temporary

support for learning. support for learning. Use conspicuous steps Use conspicuous steps

and strategies. and strategies. Review for fluency and Review for fluency and

generalization. generalization.

Realize that every child in the class is their responsibility, not a Realize that every child in the class is their responsibility, not a "problem" to be dealt with "problem" to be dealt with

Be flexible: be willing to make accommodations/ adaptations to the Be flexible: be willing to make accommodations/ adaptations to the curriculum & materials, their instruction, and to re-write objectives for a curriculum & materials, their instruction, and to re-write objectives for a student's needs student's needs

Be able to work in a team Be able to work in a team Be a problem solver Be a problem solver Believe in the student's ability to learn: although a CP student may not Believe in the student's ability to learn: although a CP student may not

be able to speak or move fluently, they may be giftedbe able to speak or move fluently, they may be gifted Realize that although a CP student may never become fully able to Realize that although a CP student may never become fully able to

conventionallyconventionally perform a skill, it is still valuable for them to learn it perform a skill, it is still valuable for them to learn it recognize that CP students may have high levels of frustration (unable recognize that CP students may have high levels of frustration (unable to communicate, often misunderstood, etc.) to communicate, often misunderstood, etc.)

Remember that the student's attitude to learning is very important - Remember that the student's attitude to learning is very important - encourage a receptiveness to learning (class can be enjoyable and it encourage a receptiveness to learning (class can be enjoyable and it should be challenging) should be challenging)

Must differentiate between a student's misbehavior and what is Must differentiate between a student's misbehavior and what is disability-related expression by the child disability-related expression by the child

Use the resources available; get informed: watch videos, read books, Use the resources available; get informed: watch videos, read books, Google, etc.; communicate with others who have taught students with Google, etc.; communicate with others who have taught students with CPCP

What is necessary and valuable, more than in-depth knowledge of the disability, is to be a What is necessary and valuable, more than in-depth knowledge of the disability, is to be a goodgood teacher. The methods used to include a student with cerebral palsy will most likely benefit other teacher. The methods used to include a student with cerebral palsy will most likely benefit other disabled and non-disabled students...disabled and non-disabled students...

The following strategies are The following strategies are recommended when working recommended when working with diverse and ESOL learners, with diverse and ESOL learners, which of course would benefit which of course would benefit people with CP as well:people with CP as well:

References and ResourcesReferences and Resources

http://www.asdk12.org/Depts/ape/common/cerebralpalsy.html http://www.asdk12.org/Depts/ape/common/cerebralpalsy.html http://en.wikipedia.org/wiki/Cerebral_Palsy http://en.wikipedia.org/wiki/Cerebral_Palsy http://www.ndsaonline.org/http://www.ndsaonline.org/ http://gait.aidi.udel.edu/res695/homepage/pd_ortho/clinics/c_palsy/http://gait.aidi.udel.edu/res695/homepage/pd_ortho/clinics/c_palsy/

cpweb.htmcpweb.htm

http://www.ucpa.org/ucp_generalsub.cfm/124/4/24http://www.ucpa.org/ucp_generalsub.cfm/124/4/24\\ http://curriculalesssons.suite101.comhttp://curriculalesssons.suite101.com Kameenui & Carnine, Kameenui & Carnine, Effective Teaching Strategies that Accommodate Effective Teaching Strategies that Accommodate

Diverse LearnersDiverse Learners, (1998). , (1998). http://www.cerebralpalsysource.comhttp://www.cerebralpalsysource.com http://www.cdc.govhttp://www.cdc.gov