Facilities and Barriers Influencing Academic Performance of Children with Cerebral Palsy in the Special School

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