School Activities and Participation of Children with Cerebral Palsy

Abstract

Background: Cerebral palsy (CP) is a neurological disorder resulting from abnormal brain development or damage, causing impaired movement and muscle coordination. Affecting 2 to 3 per 1,000 live births worldwide, CP varies in severity and type, including spastic, dyskinetic, and ataxic forms. Objective: This study aims to determine the level of school activities and participation of children with CP, examining socio-demographic characteristics, abilities in learning, general tasks, communication, community life, and mobility, and the association between these factors and school participation. Method: A cross-sectional study design was employed. Results: Among 56 participants, 41.1% were boys, and 58.9% were girls. Age distribution was 39% (4-10 years), 15% (11-15 years), and 2% (16-18 years), with a mean age of 9.45 years. CP types were 62.5% diplegic, 26.8% hemiplegic, 5.4% dyskinetic, and 5.4% quadriplegic. GMFCS levels were 46.4% (level 3), 37.5% (level 1), and 16.1% (level 2). Parental education showed mothers generally had higher education levels. Sibling distribution was 44.6% (one sibling), 28.6% (none), and 26.8% (two or more). Functionally, 71.4% had mild learning problems, 80.4% had no issues with general tasks, 85.7% had no communication issues, 62.5% had mild mobility problems, and 100% had no issues with community life. Spearman’s rank correlation found no significant association between socio-demographic factors and participation, but significant associations with CP type (p = .002) and GMFCS level (p = .005). Conclusion: This study underscores significant disparities in school activities and participation among children with CP, influenced by CP type and GMFCS levels. It highlights the need for personalized interventions despite the small sample size and reliance on parent-reported data Key words: Cerebral Palsy, Activities and Participation, School