School success and participation for students with cerebral palsy: a qualitative study exploring multiple perspectives

Bourke-Taylor, Helen; Cotter, Claire; Lalor, Aislinn; Johnson, L. M.

doi:10.1080/09638288.2017.1327988

Cited by 24 publications

(23 citation statements)

References 18 publications

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“…The environment is served as a mediator between CP factors and participation has clinical implications. Similar to the literature in the present study the environment is more amenable to change compared with the adolescent's health conditions and their functioning abilities (Bourke-Taylor, et al, 2018). Therefore, our results suggest occupational therapists should examine performance in the settings that are important to the child's daily life and work with architects.…”

Section: Discussionsupporting

confidence: 86%

“…Individuals with CP can be accompanied by disturbances of sensation, cognition, communication, perception, and/or seizure disorder which cause participation problems (Larson, 2000;Larson & Verma, 1999). Research into the equitable access to education for students with CP within school environment has rarely been studied (Bourke-Taylor, Cotter, Lalor, et al, 2018). Moreover, Schenker, Coster and Parush (2005) recommend the revealing the environmental factors that enable and restrict full participation of individuals with CP in school environments.…”

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confidence: 99%

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Is It Really Accessibility: A Qualitative Study About School Accessibility

Bumin

Kars

Huri

et al. 2019

Ergoterapi Ve Rehabilitasyon Dergisi

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Purpose: Cerebral palsy (CP) refers to a group of disorders; occurring as a result of a non-progressive impairment of the developing central nervous system. Participation of individuals with CP could be influenced by environmental factors. Therefore, the aim of our study is to identify how universally designed school environment effects the participation level of the individuals with CP. Material and Methods: The study was done in a state school where individuals with CP are educated. Semi-structured interviews with the student and the family were done to identify the barriers for school participation. Gross motor skills of individuals with CP were evaluated by The Gross Motor Function Classification System (GMFCS), hand functions were evaluated by Manual Ability Classification System (MACS) and communication skills were evaluated by Communication Function Classification System (CFCS). Data were analyzed by SPSS 21 and semi-structured interviews were analyzed with MAXQDA. Results: 28 individuals with CP (m:16, f:12) between15-20 years (mean 16.9 ± 1.3 years) were included in the study. Participation problems during elevator and toilet use and architectural layout of recreational areas were indicated as causes of participation problems (p<0.05). Discussion: In addition to designing the environment in accordance with the principles of universal design, development of an interdisciplinary teamwork in which occupational therapists and architects will collaborate is important to ensure the full participation of individuals with disabilities in schools.

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Section: Discussionsupporting

confidence: 86%

mentioning

confidence: 99%

Is It Really Accessibility: A Qualitative Study About School Accessibility

Bumin

Kars

Huri

et al. 2019

Ergoterapi Ve Rehabilitasyon Dergisi

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“…It might also be worthwhile to remind educators not to equate difficulties with communication with intellectual disability. This would entail close collaboration among parents, school professionals, and health practitioners to create a school environment where children with CP can reach their fullest potential 24 . Also noteworthy is the indication that children with CP who have a foreign background tend to have lower communication abilities, which could indicate a double burden.…”

Section: Discussionmentioning

confidence: 99%

School outcomes of adolescents with cerebral palsy in Sweden

Jarl¹,

Alriksson-Schmidt

2020

Develop Med Child Neuro

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Aim To study school outcomes of adolescents with cerebral palsy (CP) compared with a matched comparison group from the general population, and to observe to what extent sociodemographic and disability‐specific factors are associated with school outcomes. Method This was a register study of persons with CP in Sweden, born between 1990 and 1999, with a matched comparison group. Logistic regressions were used to estimate the associations between CP and disability‐specific factors and school outcomes (receiving final grades, grade scores, fulfilling the requirements for progressing to secondary school/university, and attending secondary school). Results Children with CP had substantially lower school achievement compared with a general population sample. Much of the difference can be attributed to intellectual disability; however, CP remained strongly negatively associated with school outcomes. Ability to communicate in an effective manner explained most of the variation in children with CP, whereas motor function played a smaller role. Interpretation The results suggest that school achievements might be improved if the communication barrier could be reduced, for example by ascertaining access to appropriate communication devices and by educators being aware that communicative difficulties do not necessarily imply intellectual disability. This might enhance the school experience and create an environment where children with CP can reach their full potential. What this study adds There are reduced educational outcomes associated with cerebral palsy. Negative outcomes are mainly driven by reduced communicative and intellectual ability. Gross motor function is associated with outcomes, but plays a smaller part.

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“…Hence, many children with cerebral palsy are likely to be lifetime participants in the NDIS (Graham et al, 2016). Occupational therapists play a key role in enabling access to play, leisure and productive occupations as well as environments such as home, school, and the community (Beauchamp et al, 2018;Bourke-Taylor et al, 2018;Chantry & Dunford, 2010).…”

Section: Introductionmentioning

confidence: 99%

Controlled choice, not choice and control: Families' reflections after one year using the National Disability Insurance Scheme

Smethurst

Bourke-Taylor

Cotter

et al. 2020

Aus Occup Therapy J

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Introduction: At least 40 percent of children with cerebral palsy and their families rely on access to allied health services, assistive technology, and require funding and expertise to achieve skills and participate in daily life. Implementation of the National Disability Insurance Scheme (NDIS) has resulted in a shift to public funding and emphasis on choice and control of services, support and assistive technology to promote social and economic participation. Families of children with cerebral palsy are invested in scheme success and their subjective experiences require consideration if the NDIS is to meet participation targets. Objective: The aim of this research was to explore the experiences of families with a child with cerebral palsy, who have been in receipt of the NDIS for 12 months, comparisons to previous funding systems, and recommendations for the NDIS going forward. Methods: Purposive sampling was utilised within one specialised paediatric setting.All families received occupational therapy intervention for their child. A qualitative approach using semi structured interviews was employed. Braun and Clarke's six phases of thematic analysis was utilised to analyse the data and explore participants lived experiences. Findings: Eight (n = 8) mothers of children with cerebral palsy were interviewed.Three overarching themes were derived from the data: Equipment impacts on all areas of life; Frustration navigating the National Disability Insurance Scheme; and Gratitude, hope and suggestions. Conclusion: Families reported challenges navigating the NDIS including administrative challenges and extensive wait times for assistive technology, as well as gratefulness for increased opportunities for support. Occupational therapists and other allied health professionals can assist by: being proactive in service delivery and advocating for the needs of individual families and children; and finding ways to increase the preparedness of the NDIS to better understand the needs of children with cerebral palsy and their families.

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School success and participation for students with cerebral palsy: a qualitative study exploring multiple perspectives

Cited by 24 publications

References 18 publications

Is It Really Accessibility: A Qualitative Study About School Accessibility

Is It Really Accessibility: A Qualitative Study About School Accessibility

School outcomes of adolescents with cerebral palsy in Sweden

Controlled choice, not choice and control: Families' reflections after one year using the National Disability Insurance Scheme

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