Understanding cerebral palsy—a guide for parents and professionals

Waters, Fiona

doi:10.1080/1034912x.2013.786570

Cited by 2 publications

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“…Spastic (unilateral and bilateral) CP is the most common clinical subtype found in near or full-term infants whereas in preterm and very preterm infants, spastic (bilateral) diplegia is more common 14 . Spastic CP occurs due to damage to the cortex 15 and the cortical spinal tract (pyramidal tract) and the sensory pathways 16 . Seventy percent of children with CP have spastic or mixed forms of the condition where more than one type of motor pattern is present, resulting in spastic bilateral diplegia, quadriplegia or spastic unilateral hemiplegia 16 .…”

Section: Introductionmentioning

confidence: 99%

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Visual Perceptual Deficits in Different Types of Cerebral Palsy

Berelowitz

Franzsen

2021

S. Afr. j. occup. ther.

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Section: Introductionmentioning

confidence: 99%

“…Choreo-athetotic and dystonic CP have been found to correlate with perinatal asphyxia and hyperbilirubinemia. Ataxia CP is the least common type of CP and is caused by damage to the cerebellum and cerebellar pathways 15,18 .…”

Section: Introductionmentioning

confidence: 99%

Visual Perceptual Deficits in Different Types of Cerebral Palsy

Berelowitz

Franzsen

2021

S. Afr. j. occup. ther.

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Inclusive Education for Children with Cerebral Palsy: A Comment on Dilemma Incoherence between Policy and Practice

Rachmadani¹,

Murtiningsih²,

Maharani³

2021

ijlt

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This study aims to explore inclusive education for children with Cerebral Palsy by propose the questions what is the meaning of inclusive education for children with Cerebral Palsy and how is the problem of incoherence between policy and practice in inclusive education for children with Cerebral Palsy. The research objectives in this study are to find philosophical issues in inclusive education for children with Cerebral Palsy and describes the philosophical response towards the problem of incoherence between policy and practice in inclusive education for children with Cerebral Palsy. This study uses qualitative method that bring the philosophical worldviews or sets of beliefs to the qualitative research with some particular analytical philosophy element which is consist of description, interpretation, reflection, and hermeneutics. This study uses Philosophy of Education as a theoretical framework. The result of this study is inclusive education policy for children with Cerebral Palsy find the obstacle in practical range regarding to the dilemma incoherence between policy and practice in inclusive education for children with Cerebral Palsy which caused by the principle of idealism at policy level has not compatible yet with the principle of realism which is become the purpose of inclusive education implementation for children with Cerebral Palsy. Inclusive education for children with Cerebral Palsy need a harmonization between policy and practice based on realism to enclose both physically and psycologically children with Cerebral Palsy through accommodation either in an inclusive school or in other educational institutions.

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Understanding cerebral palsy—a guide for parents and professionals

Cited by 2 publications

References 0 publications

Visual Perceptual Deficits in Different Types of Cerebral Palsy

Visual Perceptual Deficits in Different Types of Cerebral Palsy

Inclusive Education for Children with Cerebral Palsy: A Comment on Dilemma Incoherence between Policy and Practice

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