Motor skills assessment of a child with cerebral palsy included into regular school context

• Autor(a) principal: Baleotti, Luciana Ramos
• Data de Publicação: 2014
• Outros Autores: Santos, Ludimila Aparecida dos, Zafani, Mariana Dutra
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/13503
• topic: Occupational therapy; Special education; Cerebal palsy.; Terapia ocupacional; Educação especial; paralisia cerebral

The possibility of assessing the motor abilities of students with cerebral palsy (CP) can be an effective strategy to permit the interdisciplinarity between occupational therapists and teachers seeking alternatives that enable the successful inclusion of students. This study aimed to assess and describe the motor skills of a child with CP while conducting school activities. The study included a five-year-old child with hemiparetic PC and the child ́s teacher. For data collection a structured interview with the teacher was applied to identify two difficult activities for the child to perform, and also a motor skill rating scale (School – AMPS). This scale was used to collect data during the observation of the child in a naturalistic environment, performing activities previously indicated by the teacher. The analysis of the interview data was supported by a qualitative approach, and the analysis of School – AMPS was based on the score obtained by the child in each of the items of this scale. The interview results revealed that the difficult activities for the child to perform were cutting and writing. Data from the School – AMPS allowed to identify the skills and functional aspects that can be stimulated by the teacher in the educational context. This study enabled to verify the participation and/or restriction on realistic and meaningful activities for the subject. These results can be useful for education professionals working with this clientele, assisting them in the interdisciplinary intervention process that seeks the child’s participation in activities.