Atypical nervous system development such as cerebral palsy

1. Atypical nervous system development such as cerebral palsy • Atypical muscle tone • Atypical persistence of reflexes that should have faded • Atypical postural control and movement

2. Issues to consider: • Communication system: Every child needs a communication system • Education systems MUST provide each child with a communication system • Children/youth with CP will most likely need alternative or augmentative communication systems

3. Motor issues associated with hearing loss • Sensori-neural losses or ear diseases can cause vestibular mechanism failure and as a result movement challends

4. Motor issues related to vision loss • Often children with vision impairments have developmental delays in language, self-care skills, and gross and fine motor movements • Without adequate vision, children may experience orientation problems caused by difficulties with creating a mental map of the environment • Loss of motivation to move and interact

5. Integrated therapy • Integrating therapy and functional goals related to motor skills

6. Purpose of physical management in the classroom • Encourage functional movement in purposeful and meaningful activities

7. Encourage maximum participation in home, school, and community - postural control, stability, arm and hand use, transfers and mobility, and motor participation

10. Minimize the negative impact of physical disabilities on movement and function and reduce the risk of secondary problems

13. Promote the development of posture and movement skills to the extent possible given the child’s capabilities

15. This includes: • Proper positioning in order to engage in activities • Preparing a child to participate in tasks

17. Providing assistance as needed • Carrying out activities that facilitate achievement of the motor goals • Planning a daily schedule that provides a child with experience in a variety of positions • <ala your assignment!! :)>

22. Neurodevelopmental Therapy (NDT) • NDT concepts: • handling techniques to influence muscle tone and facilitate postural control; minimize the impact of atypical muscle tone; allow child to feel what it’s like to be aligned and in control • Key points of motor control • Facilitation and inhibition

23. Functional motor learning and theory - what the research says • Motor learning is enhanced when participation is active • Motor learning is enhanced when actions are goal directed

27. Motor learning is enhanced when sessions include both repetition and problem solving • Motor learning is enhanced by practice in meaningful contexts • Performance is enhanced when the performer assumes an optimal state of readiness for action

30. Teaching motor skills • Campbell: Teach new skills embedded in routines and activities that are going well; when routines are not going well use adaptations and other strategies

31. Remember… • Remediation: teach when routines are going well • Compensation • Adaptation

32. Teaching gross motor skills • Determine best way for student to move: safety, efficiency • Task analyze • Determine HOW the teaching will go • Think about natural cues and consequences • How will the student best focus and concentrate • When is the best time to teach this?