Thesis (MScPhysio (Physiotherapy))--Stellenbosch University, 2008. / Cerebral palsy (CP) is a common neurological condition seen in children which results in childhood disability. Damage to the developing brain results in abnormal muscle tone and decreased force generation, which leads to loss of independent function. Previous studies investigating interventions targeting the typical equinus gait pattern seen in spastic CP have reported inconclusive and widespread outcomes. Objectives The objectives of the study were to determine (1) the effect of functional electrical stimulation (FES) after a single botulinum toxin injection into the triceps surae muscle as a functional orthosis on various gait parameters and economy of movement; (2) caregivers’ perceptions of the impact of the intervention on their child’s function and participation, and (3) optimal timing intervals for introducing FES after a botulinum toxin injection. Method Single-subject research with a multiple baseline approach was conducted on five ambulant subjects (average age 5.1 years, SD=1.4) in the Cape Metropole with a dynamic equinus gait due to hemiplegic CP. Two-dimensional gait analysis, isometric dynamometry, Energy Expenditure Index (EEI), and a caregiver questionnaire were used to gather data on walking speed, ankle angles at initial contact of gait, isometric plantarand dorsiflexior muscle strength, energy expenditure during gait, as well as caregiver perception on participation changes. Statistical analysis was conducted by means of ANOVA tests and graphic data illustrations. Results A statistically significant pre- to post intervention (FES after botulinum toxin) change was found for plantarflexor muscle strength. This effect was partially maintained over the withdrawal phase. Caregivers felt the intervention to have a positive influence on their children’s walking speeds, as well as on age-appropriate function and participation. Selfselected walking speed, dorsiflexor muscle strength, and ankle angles at initial contact did not change significantly. A 32-day interval between between botulinum toxin and the FES programme resulted in the most pronounced improvements in terms of walking speed, EEI scores, and plantarflexor muscle strength. Conclusion FES to the lower limb, 32 days after botulinum toxin into the triceps surae, applied for 30 minutes per day, five times a week over a total of four weeks, seemed to improve selected gait parameters as well as caregiver perception of impact on function and activities of daily living. However, further research is needed.

This study attempted to ascertain whether the under-representation of black, disadvantaged learners with cerebral palsy in biology and related careers is linked in any way to the method and content of teaching and learning in special education. In addition this study also attempted to identify and uncover the barriers that prevent learners with cerebral palsy from pursuing careers in science and technology related professions.

This study attempted to ascertain whether the under-representation of black, disadvantaged learners with cerebral palsy in biology and related careers is linked in any way to the method and content of teaching and learning in special education. In addition this study also attempted to identify and uncover the barriers that prevent learners with cerebral palsy from pursuing careers in science and technology related professions.

Cerebral palsy is one of the chronic conditions which have become a serious health burden worldwide. Consequently, this health burden involves healthcare as a whole, regardless of whether the focus is on the macro or micro system. Glaserian grounded theory was employed to explore and explain the experiences of families who have a child with cerebral palsy, particularly in the Thai cultural context. Unstructured interviews and participant observations were used along the process of data collection from 15 families who have a child with cerebral palsy. Data encompassed a variety of qualitative data sources: interviews, observational field notes, personal documents, pictures, drawings, and information from a literature review. The process of data analysis was guided by Glaserian grounded theory throughout the processes of constant comparative analysis to generate a substantive theory. The substantive theory comprised three core categories: Enduring despair, culture of obligation and responsibility and living with, which were integrated into the basic social psychological process of never-ending caring. The metaphor of a waterwheel was used to depict the basic process. The substantive theory of never-ending caring for a child with cerebral palsy provided an explicit understanding of the experiences of these families in day-to-day living with, and care of, a child with cerebral palsy. It is hoped that this understanding will be a constituent of health care - particularly of people with chronic conditions, whereby the practice of healthcare professionals will improve, thus enhancing the efforts of their work to achieve the ultimate goal of improving the quality of life of children with cerebral palsy and their families.

Thesis (doctoral)--Göteborgs universitet, 2005.

Through literature and personal experience it became apparent that cerebral palsy is a condition that poses physical challenges to the everyday lives of children diagnosed with this condition. Negative feedback from society and significant others in the lives of these children may lead to an emotional imbalance in these children. Although various models for addressing emotional issues in children with cerebral palsy exist, their needs within a therapeutic setting are not addressed. The purpose of this study was to investigate the use of the Schoeman model in therapy with the child with cerebral palsy. The Schoeman model is a therapeutic model that is based on the Gestalt philosophy and is used in conjunction with Gestalt play therapy. Through applying the different aspects of this model the study sheds light on the usefulness of the Schoeman model in therapy with the child diagnosed with cerebral palsy. / Social Work / M. Diac. (Spelterapie)

M. Ed. (Education Management) / Schools for Specialisted Education cater for pupils who suffer from a wide range of disabilities. At these schools the staff component is diverse in order to cater for all the needs of the pupils. Because of the diversity of staff members, which include teaching staff, therapists, nursing staff, hostel staff, administrative staff etcetera, special care must be taken to address the staff development needs of all staff members. The purpose of this study therefore had two main objectives, namely : (1) To do a survey and establish exactly what is being done in practice regarding staff development at schools for Cerebral Palsied and Learning Disabled. (2) To draw up guidelines to assist principals when planning their annual staff development and in-service training programme. It was found that very few schools for Specialised Education plan specifically for the needs of a diverse staff, but rather include topics that will interest most staff members as a group. Staff members also expressed the need to be included in the planning stages to ensure that their needs are addressed and that they are empowered to perform their tasks to the best of their ability. After a general overview of the essence of any staff development programme, more specific guidelines are given to assist principals of schools for Specialised Education and schools for Cerebral Palsied and Learning Disabled in particular.

D.Ed. / In schools for cerebral palsied learners there are also learners who, in addition to their primary disability, have a secondary mental disability. Teaching these learners poses a serious problem, as there is no set curriculum for them. In most cases teachers do not have the necessary skill and training required to teach these learners. It is this deficit in learners, teachers, therapists and parents/guardians that has become noticible to the researcher. The researcher, as educational psychologist has felt the need to develop a model that would make education in this LSEN-phenomenon (Learners with special education needs) more meaningful. The purpose of this research is to develop a model that will optimise learning in cerebral palsied and mentally disabled learners, and that will enable these learners to realize their full potential. The model has been developed from a programme which has been compiled after four years of practical experience in teaching LSEN. The programme involves creating a context in which these learners can master life and learning skills. In this research a qualitative exploratory, descriptive and contextual research design was followed. The research was divided into four phases namely conceptualization, the relation within the concepts, the description of the model and the evaluation of the model. The validity and reliability of the research were described using Guba's model for determining trustworthiness. During phase one the researcher concentrated on identifying and classifying concepts, after which these concepts were defined. In order to do this, a multiple case study design was applied. Four learners were selected purposively. These learners suffered primarily from ii therapists, and parents/ guardians. Data was collected through operationalising the programme. Interviews were conducted with the various role players. The learners' progress was evaluated continually. Data was also collected through document analysis. During phase two the various concepts were brought into relation with each other, after which a model was devised during phase three. During phase four guidelines for the implementation of the model in practice were given. The programme included in this model refers to learning and life skills that learners would require within an education and learning situation. The learning skills or meta learning strategies referred to, are planning, evaluation, and correcting. The life skills refer to self care skills, social skills and work skills. life skills are addressed in all subject areas under a single theme, in the classroom situation, as well as with the therapist and at home. The most significant contribution of this research is the fact that a model has been devised, which contains a programme that enables learners to reach their full life potential, a result of the more purposeful guidelines provided by educational psychological intervention to the various role players.

M.Ed. / Chapter One constitutes the heart of this study which entails the statement of the problem, prevailing attitudes and beliefs in the Tsonga community, attitudes and feelings of parents whose children are handicapped. This chapter also gives the aim, delimitation, method and plan of the study. Chapter Two elucidates what cerebral palsy and orthopaedic handicap are. It is a thought provoking and interesting chapter since it gives definitions, occurrence and causes of cerebral palsy and orthopaedic handicaps. Types of cerebral palsy such as spasticity, athetosis, rigidity, tremor and mixed type are clearly indicated. This also applies to orthopaedic handicap, where handicapism like poliomyelitis, dwarfism, tuberculosis of the spine, amputation of a limb or limbs, spina bifida, muscular dystrophy, scoliosis, osteogenesis, rachitis, kwashiorkor and congenital deformities are discussed in detail. Cerebral palsy and orthopaedic handicap occur during four different stages, i. e. pre-natal, para-natal,neo-natal and post-natal stages . Chapter Three gives the traditional attitudes of the Tsonga communi ty towards cerebral palsied and orthopaedically handicapped children. The chapter first elucidates terms which also constitute the heart of this dissertation. It highlights the treatment of handicapped children by the ancient Greeks, Romans, Hebrews, and also the Sothos, Zulus and Tsongas...

Made available in DSpace on 2017-06-01T18:24:33Z (GMT). No. of bitstreams: 1 dissertacao_germana_gomes.pdf: 2883603 bytes, checksum: c821528b6ffe86048486d4af5bfda1e6 (MD5) Previous issue date: 2007-12-01 / This study had the main purpose to identify the benefits of using the alternative communication as an assistant resource for language construction in children with cerebral palsy. The specific goals were to describe the most used communicative means by the child investigated; identify the communicative profile communicative functions, used by the child in situations of interaction with the mother, in order to follow the progress in using an Alternative System of Communication (ASC); and analyzing if happened any variation in the relation between the linguistic competence and the level of interaction after the therapeutic intervention. For that, it was adopted a qualitative, quantitative and longitudinal approach, of the type Study of Case. Participated, from this study, one mother-child dyad. The child has the neurological diagnosis of Cerebral Palsy, with a clinical frame of spastic diplegia with the left dimidium more damaged (MSE) motor level III. The constitution of the corpus had three stages: initially, it was made a collect of informations about the child (anamnesis) and a speech evaluation, through two meetings with the dyad. Afterward, it was recorded the first video during the dyad s free interaction And, in the last stage of collect, it was made a second and last video recorder of a dyad s free interaction, after four months of speech therapy intervention. The results reveal that the child used, in the interaction with the mother, largely, interactive functions grouped as: those used to control or regulate the other s behavior and the background (asks of: information, object, action, assent, social routine and protest); for the social interaction (comment, protest expression, performative and narrative) and those used to establish the shared attention (exhibition, shared game and other s recognizing). The most used communicative means was the gestual/vocal, displaying an increase in the gestuality, so the child, further than pointing more and using gestures, the child also used the folder of communication. The results indicate that the child s communication had the functions of control and interaction. These data show that the child uses the communication with the aim of social interaction. These data point, also, to difficulties in the attention mediation with the other, that may be a child s difficulty because of the pathology, suggesting variations in the professional approach about assistance to the family, for example, introducing an alternative System of Communication (ASC) / O presente trabalho teve como objetivo principal identificar o benefício do uso da comunicação alternativa como recurso facilitador para a construção da linguagem em crianças com paralisia cerebral. Os objetivos específicos foram os de descrever os meios comunicativos mais usados pela criança; identificar o perfil comunicativo funções comunicativas, utilizadas pela criança em situação de interação com a mãe, para acompanhar evolução no uso de um sistema alternativo de comunicação e o de analisar se houve alteração na relação entre a competência lingüística e o nível de interação após a intervenção terapêutica. Para tanto uma abordagem qualitativa e quantitativa, longitudinal, do tipo Estudo de Caso foi empregada. Participou deste estudo uma díade mãe-criança, este último com o diagnóstico neurológico de Paralisia Cerebral com quadro clínico de diplegia espástica com um dimídio esquerdo mais comprometido (MSE) Nível motor III. A constituição do corpus foi feita em três etapas: Inicialmente, foi realizada a coleta de informações da criança (anamnese) seguida da avaliação fonoaudiológica através de dois encontros com a díade. Em seguida, o primeiro registro videográfico de uma interação livre da díade. E na última etapa, o segundo e último registro videográfico de uma interação livre da díade após 4 meses de intervenção fonoaudiológica. Os resultados evidenciam que a criança utilizou, na sua interação com a mãe, predominantemente, funções de interação agrupadas em: aquelas utilizadas para regular o comportamento do outro e o ambiente (Pedidos de: Informação, Objeto, de Ação, Consentimento e de Rotina Social e Protesto); para a interação social (Comentário, Expressão de Protesto, Performativo e Narrativa) e aquelas utilizadas para estabelecer a atenção compartilhada (Exibição, Jogo Compartilhado e Reconhecimento do Outro). O meio comunicativo mais utilizado foi o gestual/vocal havendo um aumento na gestualidade, onde a criança além de apontar mais e utilizar gestos, também fez uso da sua pasta de comunicação. Este trabalho aponta dados relevantes de que a comunicação da criança teve a função de regulação e interação. Esses dados mostram que a criança comunica mais com o objetivo de interação social. Aponta também para eventuais dificuldades na mediação da atenção com o outro que pode ser uma dificuldade da criança diante de sua patologia, sugerindo variações na conduta do profissional em orientações aos familiares/cuidadores, por exemplo, na introdução de um sistema alternativo de comunicação