Listed below are several teaching strategies for teachers who have a student with cerebral palsy in their class. It is important to note that many of these strategies would benefit the entire class, including students with other exceptionalities. Following the principles of the Universal Design for Learning, in which the classroom environment is flexible and equitable, will increase student success as well (Ontario Ministry of Education).
Create a safe and respectful environment
The classroom should always be a space where students feel welcome and respected. From the first day of school, teachers must educate the rest of the class about cerebral palsy and explain that the student have access to different resources than the rest of the class. It is important at this point to have a discussion, that sameness is not fairness. The teacher can ask the class if it is fair to ask the child in a wheelchair to use the stairs - in which they will reply "no". This can continue until the students understand that in order for this student to learn, they will need different materials. Furthermore, the teacher must explain that the student with CP should be included and treated the same as anyone else.
There are several good books for children to introduce them to cerebral palsy. Susan Laughs by Jeanne Willis tells the story of Susan who is depicted as an average child until the end of the book when it is revealed that she has cerebral palsy. This book is ideal for children ages 4-7 and helps them see how another child who has CP can be included in everyday activities. Another good book is I'm Wendy Blair, Not a Chair! by Carolyn MacDiarmid. This book presents Wendy Blair before and after an accident that left her with in a wheelchair. Wendy does not have CP, but it can help demonstrate to students how a student in a wheelchair can be included in all activities. It also teaches children that students in a wheelchair are more than their disability - they are a human first. Some other books include Taking Cerebral Palsy to School by Mary Elizabeth Anderson, Nathan's Wish: a Story About Cerebral Palsy by Laurie Lears and Ballerina Dreams by Lauren Thompson.
Modify the classroom environment
In order for the student with CP to feel respected and included in the classroom, it is imperative that the teacher make certain modifications to the classroom. The student must have access to a desk in which they can pull up to in their wheelchair, have storage bins that are at the right height, and be able to move around the classroom (in their wheelchair). Teachers should try to arrange the desks so that there is space for the wheelchair, so that the student has access to the entire classroom. Other modified equipment that the student may benefit from could be a modified pencil holder, assistive technology (to be discussed below), modified scissors and book holders, since fine-motor skills can be difficult.
Assistive technology
As Janet Hopkins states: "[i]t is important for Canadian educators to deploy enabling technologies that allow all students to reach their potential" (Hopkins 2004). Students with cerebral palsy may benefit from a variety of different types of assistive technology, such as a tablet, in several different ways. To begin with, fine-motor skills may be difficult for the student, causing them to fatigue easily. If the student had the ability to type their assignments, instead of writing, they will be able to produce better-quality work, since fatigue would not be a problem. Additionally, communication can be difficult as well. Using a text-to-speech program on a device can help the student participate in a natural conversation with their peers.
Extra time
Allowing the student with cerebral extra time before answering a question, when completing a project or when taking a test gives them a greater chance at success. Teachers should wait at least 5 seconds after asking a question before calling on the student to answer. Students with CP need to receive physiotherapy on a regular basis. In this way, they may not have enough time in the evenings to complete assignments, and should be given extra time if they require it. As previously mentioned, writing can be difficult for students with CP and should have extra time when taking a test, or have the test scribed by the teacher.
Work with the student
No one knows the needs of the student, better than the student themselves. Teachers should meet with the student before the school year begins in order to determine what accommodations they need. In collaboration with the IEP, they will be able to plan what needs to be done in order for the student to succeed. Each student is unique and they may have certain preferences that differ from others.
Multi-sensory learning materials
Teachers should attempt to plan lessons in order to stimulate multiple senses. For example, any material transmitted orally should have a visual referential for the student to have access to. In this way, if any information was missed, the student can easily refer back to the referential in order to complete the classroom work.
Create a safe and respectful environment
The classroom should always be a space where students feel welcome and respected. From the first day of school, teachers must educate the rest of the class about cerebral palsy and explain that the student have access to different resources than the rest of the class. It is important at this point to have a discussion, that sameness is not fairness. The teacher can ask the class if it is fair to ask the child in a wheelchair to use the stairs - in which they will reply "no". This can continue until the students understand that in order for this student to learn, they will need different materials. Furthermore, the teacher must explain that the student with CP should be included and treated the same as anyone else.
There are several good books for children to introduce them to cerebral palsy. Susan Laughs by Jeanne Willis tells the story of Susan who is depicted as an average child until the end of the book when it is revealed that she has cerebral palsy. This book is ideal for children ages 4-7 and helps them see how another child who has CP can be included in everyday activities. Another good book is I'm Wendy Blair, Not a Chair! by Carolyn MacDiarmid. This book presents Wendy Blair before and after an accident that left her with in a wheelchair. Wendy does not have CP, but it can help demonstrate to students how a student in a wheelchair can be included in all activities. It also teaches children that students in a wheelchair are more than their disability - they are a human first. Some other books include Taking Cerebral Palsy to School by Mary Elizabeth Anderson, Nathan's Wish: a Story About Cerebral Palsy by Laurie Lears and Ballerina Dreams by Lauren Thompson.
Modify the classroom environment
In order for the student with CP to feel respected and included in the classroom, it is imperative that the teacher make certain modifications to the classroom. The student must have access to a desk in which they can pull up to in their wheelchair, have storage bins that are at the right height, and be able to move around the classroom (in their wheelchair). Teachers should try to arrange the desks so that there is space for the wheelchair, so that the student has access to the entire classroom. Other modified equipment that the student may benefit from could be a modified pencil holder, assistive technology (to be discussed below), modified scissors and book holders, since fine-motor skills can be difficult.
Assistive technology
As Janet Hopkins states: "[i]t is important for Canadian educators to deploy enabling technologies that allow all students to reach their potential" (Hopkins 2004). Students with cerebral palsy may benefit from a variety of different types of assistive technology, such as a tablet, in several different ways. To begin with, fine-motor skills may be difficult for the student, causing them to fatigue easily. If the student had the ability to type their assignments, instead of writing, they will be able to produce better-quality work, since fatigue would not be a problem. Additionally, communication can be difficult as well. Using a text-to-speech program on a device can help the student participate in a natural conversation with their peers.
Extra time
Allowing the student with cerebral extra time before answering a question, when completing a project or when taking a test gives them a greater chance at success. Teachers should wait at least 5 seconds after asking a question before calling on the student to answer. Students with CP need to receive physiotherapy on a regular basis. In this way, they may not have enough time in the evenings to complete assignments, and should be given extra time if they require it. As previously mentioned, writing can be difficult for students with CP and should have extra time when taking a test, or have the test scribed by the teacher.
Work with the student
No one knows the needs of the student, better than the student themselves. Teachers should meet with the student before the school year begins in order to determine what accommodations they need. In collaboration with the IEP, they will be able to plan what needs to be done in order for the student to succeed. Each student is unique and they may have certain preferences that differ from others.
Multi-sensory learning materials
Teachers should attempt to plan lessons in order to stimulate multiple senses. For example, any material transmitted orally should have a visual referential for the student to have access to. In this way, if any information was missed, the student can easily refer back to the referential in order to complete the classroom work.