Cerebral PalsyBy: Shaina King

What is Cerebral Palsy?

Cerebral Palsy the damage caused to the brain before or during birth, at infancy, or during the early toddler years. Cerebral Palsy is a misconnection in the brain that that causes a child not to be able to control his or her muscles.

What is Cerebral Palsy?

Cerebral Palsy causes stiffness of the limbs and trunk, the body to have involuntary movements, and instability while walking.

Delays in reaching milestones like crawling, sitting up alone, or even pushing up on arms, favoring one side of the body, excessive drooling or having problems swallowing, delays in speech development, and difficulties with particular movements like picking up a pencil or a crayon.

Classification

ClassificationCerebral palsy is divided into four

classifications. These classifications reflect the areas of the brain that are damaged and the different movement impairments.

Spastic, ataxic, athethosis, and mixed.

Classification

Spastic is stiffness in muscles and inflated reflexes.

Ataxic is the lack of muscle coordination.Athethosis is having a difficulty with fine

motor movements. Mixed is a combination of the three.

Prevalence

One in three hundred and three eight year old children has some level or type of Cerebral Palsy.

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Signs of Cerebral Palsy

A child over two months with cerebral palsy might: ◦ Have difficulty controlling head when picked up ◦ Have stiff legs that cross or "scissor" when picked up

A child over six months with cerebral palsy might: ◦ Continue to have a hard time controlling head when picked up ◦ Reach with only one hand while keeping the other in a fist

A child over ten months with cerebral palsy might: ◦ Crawl by pushing off with one hand and leg while dragging the opposite

hand and leg ◦ Not sit by himself or herself

A child over twelve months with cerebral palsy might: ◦ Not crawl ◦ Not be able to stand with support

A child over two years of age with cerebral palsy might: ◦ Not be able to walk ◦ Not be able to push a toy with wheels

Causes of Cerebral Palsy

GenesFetal StrokeLack of OxygenInfant Infections

◦Meningitis or severe or untreated jaundiceTraumatic Head Injury

◦Accident, Fall, or even abuseInfections during pregnancy

◦Rubella, Chicken Pox, Exposure to Toxins, Syphilis

Academic, Physical, Psychological, and Social Issues

Speech DelayStruggle walkingMalnutritionDepressionSocial IsolationPremature Aging

DESE Requirements

Developmental DelayMissouri Division of Special EducationCompliance Standards & Indicators2100-ELIGIBILITY CRITERIA: Young Child with a Developmental DelayLegal Requirement Indicator DocumentationNOTE: Basis for legal requirements found in Missouri State Plan for Special Education, Section III; Federal Regulations 300.8, 300.306This criteria is for children ages 3 through 5 (not kindergarten age eligible) who are experiencing developmental delays as measured in one of the 3 following

ways (Indicators2100.20, 2100.30, and 2100.40)NOTE: LEAs in Missouri are not required to adopt and use the term “Young Child with a Developmental Delay” for any children in their jurisdiction. However, if

an LEA uses theterm “Young Child with a Developmental Delay,” the LEA must conform to both the State’s definition of the term and the age range.2100.10Evaluation procedures include:The evaluation report documents:2100.10.a. The results of formal instruments/assessment(s) provided in standardized, quantified form orequivalent levels.OR2100.10.b. The results of informal assessment(s) provided in equivalent form.2100.20Identification based on multipledelays:A comprehensive evaluation report is present which documents performance at or below 1.5 standard deviationsor equivalent levels of the mean in a combination of any two (2) or more of the following areas:2100.20.a. Cognitive2100.20.b. Adaptive2100.20.c. Social/Emotional2100.20.d. Communication in (one (1) or more) of following:2100.20.d.(1) The child’s overall receptive and expressive communication must be at or below1.5 standard deviations or equivalent levels of the mean2100.20.d.(2) The child’s sound production is below the limits of normal developmentalguidelines as established by accepted normative data, and sufficient data ispresent to document the existence of a sound system disorder due to multipleerrors which compromise the child’s intelligibility and/or the listenersperceptions. Refer to Indicators 1600-1600.70 (Sound System Disorder) foradditional information.2100.20.d.(3) Voice- Refer to Indicators 1800.10 - 1800.402100.20.d.(4) Fluency- Refer to Indicators 1700.10 - 1700.50

First Steps

http://www.dese.mo.gov/divspeced/FirstSteps/documents/se-fs-firststepsgeneralbrochure2011.pdf

Sources

Sources:Department of Elementary and Secondary

Education WebsiteUnited Cerebral Palsy Website- www.ucp.orgMayo Clinic- www.mayoclinic.comSchumm, Jeanne, Bos, Candace, Vaughgn,

Sharon (2011). 5th Edition. Teaching Students Who Are Exceptional, Diverse, and At Risk in General Education Classroom. New Jersey: Pearson.