Achieving Functional Independence of Children with Cerebral Palsy at the Mainstream School: An Overview

Abstract

The functional independence of children with cerebral palsy at the mainstream school involves both academic and non-academic activities within the school environment. In order to perform these activities without anyone’s support, proficiency such as literacy, cognition, language, social and physical skills is required to achieve at the individual level and the surrounding environment should be compatible according to the student with cerebral palsy needs. An inclusive educational setting in the mainstream school ensures equal and quality education along with need-based learning environment and all way participation for all students regardless of background. It provides necessary components for gaining functional independence in the general school for children with cerebral palsy. The literature review was the key sources of this study. The literatures were collected from many sources such as websites, journals, articles, books, e-books, reports and provisions. Policies, physical structure and facilities, curriculum, teachers, and attitudes as well as health professionals’ work in mainstream schools as elements of inclusive education, in other words, facilitate students with cerebral palsy achieving functional independence. Based on several pieces of literatures, this study attempted to provide an overview of the factors that assist in achieving functional Independence of children with cerebral palsy at the mainstream schools.