Individualized Education Goals of Students With Cerebral Palsy, Research Paper Example

Modern world is full of handicapped people, and neuromotor disabled students constitute a major part. As their physical abilities are limited, they need special education. Students with cerebral palsy pursue individualized education goals. It is impossible to imagine that their needs are met without parents, therapists or community workers. The aim of this paper is to reveal the nature of cerebral palsy as a severe neuromotor disease, and to describe the individualized education goals of the disabled, using the example of the American student.

Jessica Willow, a girl of 13, suffers from cerebral palsy since childhood (Hinchcliffe, 2007). Being a handicapped member of society, she depends on her parents, who always help her. Each citizen of the USA has the equal right to be educated; a physically disabled person needs special education. Why is Jessica’s case so special? Which education goals can she pursue?

Children with cerebral palsy suffer from neuromotor disorder that is connected with abnormal brain’s motor center functioning. There are many reasons for infantile cerebral palsy; they can appear during the pregnancy period or childbirth. Jessica’s mother had premature birth, and cerebral hemorrhage was the reason of the child’s neuromotor disorder. According to Peacock (2000),

“People with cerebral palsy have poor muscle control and coordination. Their arms or legs may have spastic, or tight and stiff, muscles. Their body may move in abnormal ways. They also may have difficulty speaking or swallowing. They may have poor balance as well” (Peacock, 2000, p. 5).

Proceeding from this, cerebral palsy is a complicated disorder, but it affects people in a different way. Jessica Willow is affected moderately: she is lame in her left leg; sometimes, her right writing hand moves inadequately. Nevertheless, she seems to be an outwardly normal child. In contrast to most people’s opinion, usually, the disabled with cerebral palsy have normal intelligence. For the reason that people perceive the girl as mentally retarded, Jessica has certain emotional and behavior problems. Although she is a smart and interesting girl, the girl constantly faces many challenges. Jessica suffers from the inability to do the same things as her friends: to play most sports games, to move without her crutches or somebody’s help, etc. For this reason, she feels angry and depressed, frustrated and inferior.

Naturally, the people who do not know Jessica think that she is mentally retarded. Moreover, she wants to date with a handsome and healthy boy. However, her parents and friends treat her well; unknown people may unfairly tease her.

The life of a teenager is full of problems; the life of physically disabled teen is doubly complicated. Of course, some people with cerebral palsy are wheelchair-bound all their life. Nevertheless, Jessica also feels different from other people, pinched and disabled. Can such people be cured? What treatment does the modern world offer for such people as Jessica?

Special programs help to overcome numerous children’s challenges, reveal their hidden gifts and talents, and lead an active social life. “No Child Left Behind Act of 2001”, “Individuals with Disabilities Education Improvement Act of 2004”, the school reforms, etc. improved the situation of American students with cerebral palsy. As a result, many educational establishments, including public schools, became to offer special education classes, elaborate special programs, and practice various teaching methods directed to the disabled children’s adaptation and rehabilitation.

One should not forget that such children as Jessica needs individual education program (IEP) that is intended to facilitate her life physically and emotionally. Although Jessica was diagnosed in the age of 3, now, she should adapt to the normal social life to be equal member of the society. She studies in a public school that offers a special education for the disabled. In his book, Gargiulo (2010) describes the principle of special education for the children with different disorders:

“Public school programs include inclusive classroom settings, resource rooms, self-contained classrooms, and itinerant services. The overall goal of these settings is to include the student to the greatest extent possible in the educational/social processes in which all other children with and without disabilities, participate” (Gargiulo, 2010, p. 421).

The curriculum of Jessica’s school meets the education standards of the USA. The school has the powerful methodological base and highly trained staff. Besides, different specialized funds help to provide schools that practice IEP with necessary technical educational equipment and other material resources. This way, parental, school’s and technological support provides the favourable conditions for Jessica’s development.

Jessica’s public school may help to meet her IEP goals, taking into consideration her limb leg and the hand that moves involuntary. In the present time, she cannot write with a good hand, as her right hand moves involuntary, but in the same time, she can draw, because during this activity she is positively motivated. Thus, her IEP goals are the following ones.

1. Jessica should be able to write with a good hand at the level, measured by IEP’s standards and the special team (school’s staff, medical specialists, and students). Also, the deadline is fixed: January15, 2012. The way to this goal will be accompanied by physiotherapy, because Jessica’s diagnosis does not allow her always to control her movements. To meet the goal, the team should positively motivate her. Taking into consideration her hidden creativity, teachers can easily develop her natural desire to create something on the paper (an essay, a poem, etc.).
2. She should be able to cover a short distances without her crutches at the level, measured by the same IEP’s team. The deadline is June, 6, 2011. Again, here, it is necessary to cooperate with physiotherapists and psychologists. The complex of easy physical exercises several times a day can help her to move without crutches at least a half an hour. As Jessica can not imagine her life without crutches, the specialists should convince her that there are some situations when a person should move independently, regardless from any diagnosis (for example, when the house is on fire, and the crutches are not ready to her grasp).

Social adaptation is very essential for Jessica, who has emotional and psychological problems. Parents, teachers and community workers may contribute to the involvement of a disabled person in social environment. Studying at such school, Jessica Willow has an opportunity to communicate with healthy children. It makes her feel normal and equal among the peers. Such severe diseases as cerebral palsy have hard consequences, especially psychic and emotional ones. Once realised the disability, a child has numerous individual problems (for example, low self-esteem and self-confidence). Jessica Willow is engaged in common learning process, in-school and out-school activities that allow her to adapt and rehabilitate herself. Such public schools may “provide a positive learning environment, a sense of belonging, personal identification” (Gargiulo, 2010, p. 421). Exactly Individualized Education Program (IEP) helps to meet the needs of the disabled child. Its strategy presupposes the achievement of individualized education goals of students with such neuromotor disorder as cerebral palsy.

The crucial role of parents in such programs is evident. Jessica’s parents are the active participants of IEP. They take part in meetings, and assist in various activities intended to involve their limb daughter in society. Owing to them, Jessica’s teachers got to know about her drawing talent. Thus, Jessica has an opportunity to realize her gift in public, take part in various drawing competitions, attend drawing club meetings, etc.

Unfortunately, it is impossible to be fully cured from cerebral palsy; however, the appropriate therapy can improve the child’s condition. Physiotherapy may help to improve the muscle functions. Owing to it, a child adapts to his/her disability, and more or less independent life. Medicine treatment helps to control muscle spasms. Crutches, wheelchairs and other appliances facilitate the movement. Following the appropriate treatment, a child may lead almost normal life.

As one can see, in Jessica’s goals, there take part several types of therapy: physiotherapy, psychotherapy and academic’s methodology in terms of writing skills. The individual and complex approaches create the necessary environment that facilitates the process of development of the disabled. According to Maanum (2009), this IEP includes the following: strategy: “special classes; resource rooms; direct and indirect consultant teacher services; travel training; home instruction; special teacher, including itinerant teachers; adaptive physical education” (Maanum, 2009, p. 130). Following the strategy, Jessica can reach the annual goals, being involved in progress together with those children who do not have disabilities. When physiotherapy is combined with the academic course, it seems to be possible for the girl to achieve the set goals. With parental and IEP’s support Jessica will have the same opportunities in life as a normal person. Her limb leg will not be in the way to achievement of personal or professional needs in the future. IEP is the integrative part of general conductive education that “aims to stimulate a developmental process, which will allow the child to be more easily integrated into normal education. It is carried out by conductors who combine physiotherapy, speech therapy and teaching in one programme. The children are selected and taught in groups and not all children are considered suitable” (Hinchcliffe, 2007, p. 19).

In contrast to special schools for the disabled, the public schools with special education programs speed up the process of rehabilitation and adaptation. Gradually, Jessica Willow will overcome all the challenges in her life. However, she won’t be fully physically healthy person, the girl may become mentally and emotionally healthy member of society.

If a child forgets about his disability, and can cope with different problem independently, their self-esteem and self-confidence can be increased. Continuous communication with animals and people, and involvement in various activities and health way of life help to adapt and rehabilitate to the social environment. Sometimes, one can face the students with cerebral palsy who possess high erudition and original talents. Jessica Willow has cerebral palsy, but it does not make her confused when she draws, communicates or does something together with her friends and family.

Taking everything into consideration, some conclusions can be made. Cerebral palsy is a severe neuromotor disease that complicates the normal movement of the disabled. Such children have individualized education goals; for this reason, they need special education. Jessica’s IEP goals will be achieved with the help of therapists, teachers, parents and social environment. The IEP strategy can turn Jessica from a handicapped girl into an equal member of human society trough different therapies, social interaction and communication. Being moderately injured, Jessica Willow will certainly be able to write with a good hand, and to move a certain distance independently.

References

Gargiulo R. M. (2010). Special Education in Contemporary Society. New Delhi, India: SAGE.

Hinchcliffe A. (2007). Children with Cerebral Palsy: a Manual for Therapists, Parents and Community Workers. New Delhi, India: SAGE.

Maanum J. L. (2009). The General Educator’s Guide to Special Education. Thousand Oaks, CA: Corwin Press.

Peacock J. (2000). Cerebral Palsy. Mankato, MN: Capstone Press.