Experiences of Students with Cerebral Palsy in Regular Primary Schools
Keywords:
cerebral palsy, regular primary school, inclusion, teachers, parents, studentsAbstract
The present study focuses on the experiences of students with cerebral palsy in the first five grades of regular primary schools, as perceived by teachers (n = 27) and parents (n = 23), and as described by three students themselves. The parents and teachers completed an online questionnaire, and semi-structured interviews were conducted with the students with cerebral palsy. Most of the parents and teachers, as well as all of the students, rated the student’s involvement in the classroom as (very) good. The parents and teachers highlighted important past factors (e.g., informing other students and parents about cerebral palsy) and current factors (e.g., interactions with classmates) that contributed to the student’s inclusion in the classroom, while all of the students highlighted their relationships with classmates. Most problems with schoolwork were identified by the teachers and the students with cerebral palsy in the psychophysical, socioemotional and verbal domains. Most of the parents, teachers and students reported good cooperation with other professionals in the school.
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