Supporting Children with Cerebral Palsy

Completely revised and fully updated in light of the 2014 SEND Code of Practice, this edition familiarises readers with the specific learning needs of cerebral palsy. Offering practical tips and tried-and-tested strategies from professional practitioners, this accessible guide provides advice on how to meet the needs of young people with cerebral palsy. This new edition presents all of the information practitioners will need to know to deliver outstanding provision for young people with cerebral palsy and support the inclusion of children and young people with cerebral palsy into mainstream schools. The far-reaching advice found within this guide includes: Planning for a pupil with cerebral palsy Accessing the curriculum, including specific advice on each subject area How to make effective use of support staff Developing independence skills Liaising between home and school Making the transition into adulthood With accessible materials, such as checklists, templates and photocopiable resources, this up-to-date guide will enable teachers and other professionals to feel more confident and effective in the support they can provide.

Section 1: Legislation and Guidance 1. Legislation and Guidance 2. Moving and Handling in the Workplace Section: 2 A profile of cerebral palsy and its impact on learning 3. What is cerebral palsy? 4.What does cerebral palsy mean for a child? 5. Two studies of pupils with cerebral palsy 6.Mobility 7. Vision 8. Visual perception 9. Communication 10. Concentration 11.Listening skills 12.Hearing difficulties 13. Medical issues Section 3: Planning for the pupil 14. Transition from one setting to another 15. Access issues 16. Off site visits Section 4: Meeting the educational needs of the pupil with cerebral palsy 17. Classroom management 18. Differentiation 19. Maths 20. Literacy 21. Physical Education 22.Accessing the Technology Curriculum 23. Science 24. Art 25. ICT 26. Developing fine motor skills 27. Alternative Recording Strategies 28. Teaching Scribing Skills 29. Assessment 30. One Page Profiles 31. Individual Education Plans Section 5: Support Staff 32. Support Staff: effective deployment 33. Support Staff: roles and responsibilities 34. Support Staff: guidelines Section 6: Independence skills 35. Feeding 36. Dressing 37. Toileting 38. Physical management room Section 7: Pupils and parents 39. Developing self esteem 40. Emotional issues 41. Promoting peer group relationships 42. The emotional aspects of a life with a child with cerebral palsy 43. Siblings of the pupil with cerebral palsy 44. Home/school liaison Section 8: Transition to adulthood 45. Transition to adulthood 46. Work opportunities Section 9: Continuing Professional Development 47. Planning for continuing professional development (CPD) Section 10: Resources, Acknowledgements and contacts 48. Resources to support pupils with cerebral palsy Appendices 1. Professionals involved with pupil 2. Basic Document Requirements for Disabled Children and Young People 3. Planning for Transition Audit 4. Personal Emergency Evacuation Plan 5. Points to consider when planning and risk assessing swimming lessons for a child with physical disability 6. Proforma for an Intimate Care Plan 7. Proforma for an Individual Health Care Plan

Rob Grayson – Team Leader for the Integrated Physical and Sensory Services, Hull City Council, UK. Jillian Wing – Senior Support Teacher for the Integrated Physical and Sensory Services, Hull City Council, UK. Hannah Tusiine – Senior Support Teacher for the Integrated Physical and Sensory Services, Hull City Council, UK. Graeme Oxtoby – Senior Moving and Handling Adviser, Hull City Council, UK. Elizabeth Morling – Series Editor, SEN Consultant and former Head of the Education Service for Physical Disability, Hull City Council, UK.