Abstract:
Background: Students with cerebral palsy (CP) face diverse challenges which greatly
affect their full participation and performance in academic programs at academic
institutions. It is essential to thoroughly study and evaluate the facilities and barriers
that impact the academic performance of children with cerebral palsy to ensure their
educational needs are effectively supported and addressed. Purpose: The purpose of the
study was to find out the facilities and barriers influencing academic performance of
children with Cerebral Palsy (CP) in the special school. Objectives: To examine the
socio-demographic information of children, determine their GMFCS levels, assess the
impact of Individualized Educational Support, an Inclusive Learning Environment, and
an Integrated Support System on academic performance, and identify barriers affecting
their academic achievement. Methodology: The study was conducted by using of
Qualitative method where ten cerebral palsy children parents selected in the William
and Marie Taylor School in CRP, Savar. by purposive sampling method. The data were
collected by using a semi structured open ended questionnaire form and were analyzed
through content analysis. Results: Data analysis led to the emergence of four themes
three themes related to facilitators that positively influence the academic performance
of
children in special schools and one theme regarding a barrier that
hinders their progress. The facilitators identified included individualized attention and
care, specially trained teachers, specialized resources and staff, tailored classrooms,
flexible curriculum design, accessible facilities (such as ramps and washrooms),
extracurricular activities (Inclusive sports, drawing, and cultural events), therapy
support, integrated support staff, group therapy sessions, and emotional and mental
support from teachers. The barriers were identified primarily consisting of
transportation
issues
and
inadequate
family
support,
which
hinder
academic performance. Conclusion: Special schools provide various opportunities to
support the academic performance of children with cerebral palsy. By incorporating
these supports into mainstream schools, we can promote a more inclusive educational
environment for all students.
Keywords: Learners with CP, academic performance, special school facilitation,
Barriers
Description:
This dissertation is submitted in partial fulfillment of the requirements for the Degree of Bachelor of Science in Physiotherapy, Bangladesh Health Professions Institute, Faculty of Medicine, the University of Dhaka, Bangladesh.
