01. Knowledge about CP

“KNOWLEDGE ABOUT CP – PARENTS & TEACHERS”

a. A short introduction of the training module related to the CP-PACK project and partnership

b. Subject of training module

“KNOWLEDGE ABOUT CEREBRAL PALSY (CP)”

Target group(s)

Parents & Teachers of children with cerebral palsy 3-18 years of age.

Goal(s)

Improve participants’ knowledge about cerebral palsy – what it is, how it occurs and what can be done to compensate for accompanying difficulties.

1. Improve awareness of the most recent knowledge derived from research and how the brain works, the complexity of the diagnosis.

2. Improve the understanding of cp in it’s aspects of motor- cognitive- and learning disabilities.

3. Improve the understanding of the special conditions following adulthood when having a disability.

In General:

Cerebral Palsy is a condition that can not be healed. But the brain can be trained and by that be able to work and function in a better way and by that increase the ability of learning new skills.

This is a theoretical training module, which on the basis of the latest knowledge of the brain and neuroplasticity will approach the subject in different matters.

At the same time, parents as well as teachers contain a lot of valuable knowledge from practial experiences. Therefore the course should also be a place where participants (parents/parents, teachers/teachers and parents/teachers) get an opportunity to discuss and share their own practical experiences. This way participants will be inspired by each other in how to implement latest knowledge in praxis.

For Parents

The parents in the need analysis, all express a general need for more knowledge about CP.

Most parents have read a bit about the subject, but apparently there is no greater inclination to pick up on the subject of CP through reading. At the same time, all informants express an extensive need to obtain a more exact knowledge about CP. For instance, most parents know that cognitive, as well as motor problems are a part of CP, but they do not seem to have a more profound understanding of this actually entails.

The road to understanding, to acceptance and to appropriate compensation for different kinds of daily challenges is lead by knowledge and insight. What does the latest CP research tell us? How does CP emerge? What consequences does it have for the child’s development? What is visible (the motor part) and what is visible to a lesser extent (the cognitive and perceptual parts)? And what are the consequences hereof regarding social participation, schooling, spare time etc.? Why is it so difficult to predict the individual child’s development in all its aspects?

Parents can only express a lack of understanding and a lack of knowledge regarding subjects they already know pose challenges in daily life. But other subjects, that research has proven to be important in parents’ participation in their child’s development, are not necessarily something that parents are specifically aware of. For instance, parents can have a huge positive impact on a child’s development by gaining knowledge on the importance of diet.

For Teachers

According to the need analysis teachers will benefit of more knowledge, especially in terms of understanding the cognitive side of CP.

Knowledge on CP in relation to cognition is vital in understanding how to give optimal support to a child with CP and it’s learning opportunities. In some schools and other institutions it is still common to perceive CP as primarily being a motor disability, instead of an impairment that, to some extent, also affects cognitive and perceptual functions.

It is a fact that a traditional way of perceiving CP (primarily a motor disability) is not an adequate foundation for the pedagogical and the teaching efforts, and then you risk an inappropriate result, since this approach has no focus on the child’s potential cognitive and perceptual challenges.

CP is a very broad diagnosis, which can result in very different individual manifestations. It can appear in different combinations and affect the child mildly or to a high extent, which makes it important for teachers and pedagogues to focus on potential problems and connections regarding CP in order to meet each individual child with the most optimal approach. This can be difficult for a teacher who may have several children with different diagnosis or difficulties, which only accentuates the importance of discussing special bearings concerning children with CP in the workplace. This goes for both normal and special institutions.

Learning Outcome(s)

Participants are informed about CP based on the most recent knowledge derived from research. This includes knowledge about CP as a brain damage and how the brain works. Viewed in the light of CP as a brain damage, participants will also be aware about the complexity of the diagnosis and the understanding of CP in it’s aspects of motor- cognitive- and learning disabilities. As such participants will know that CP occurs within the specific child in it’s own particular and personal ‘edition’, even though some traits may be common among children with CP.

For Parents:

Participants are aware that these are important issues in order to understand and meet their own child with CP and it’s individual CP related challenges in every day life.

For Teachers:

In general participants have learned that it is possible and desirable to comply with CP related challenges among the students, when it is founded on updated CP knowledge in order to identify and work with adequate pedagogical approaches, strategies and tools.