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Children with special needs
19th October 2009
Possible causes of disability
Hereditary factors Prenatal, birth and postnatal problems Childcare and parenting factors Sometimes it is not possible to identify
a clear cause
Recognising special needs
At birth Through child health promotion and
surveillance programmes By follow-up to a parent’s observation and
concern By professional observation home/school Prenatally e.g. amniocentesis, scans etc. Following an accident or serious illness
Some possible causes of special needs
Hereditary factors Genetic inheritance e.g. Cystic fibrosis, sickle
cell and thalassemia conditions, phenylketonuria etc.
Chromosonal inheritance e.g. Down syndrome, Fragile X syndrome
Sex- linked inheritance e.g. Haemophilia, Duchenne Muscular Dystrophy
Inherited disorders are passed on from parents to their children and are always present at birth even if not immediately identifiable
Prenatal factors
Substances e.g. drugs, tobacco, alcohol
Maternal infections e.g. rubella, toxoplasmosis, cytomegalovirus, listeriosis, HIV and some sexually transmitted diseases
Threatened miscarriage
At birth
Anoxia (lack of oxygen) Prematurity Postmaturity Low birth weight Difficult delivery Some examples are Cerebral Palsy,
development delay, Erb’s palsy
Postnatal factors
Infections – bacterial meningitis, measles
Accidents/injuries – brain and spine Childhood cancers – leukaemia,
retinoblastoma Child abuse of any kind Allergic reactions e.g. eczema and
asthma
Childcare and parenting factors
Frequent changes in primary carer in early years
Emotional deprivation Family stress Difficulties with parenting
Sometimes it is not possible to identify a clear cause for a special need
Key points to remember
Conditions present at birth are said to be congenital
Congenital conditions are not necessarily hereditary e.g. congenital heart disease, congenital dislocation of the hip
Special needs may not become obvious until a baby grows and develops, hence the importance of health promotion and developmental assessments
Feelings/attitudes to a diagnosis of disability
Class discussion Holland story
Cerebral palsy
Introduction What happens? Types Diagnosis Management Approaches Implications/additional developments
Introduction
It is not a disease but a complex physical condition affecting a child’s posture and movement
It is caused by damage or failure of the brain to develop in the specific area that controls movement
May cause hearing impairment and perceptual difficulties but not learning difficulties
Introduction continued
Not usually inherited and can occur in any family irrespective of race, social b’ground
One in every 400 children It usually occurs at or immediately after birth, but
also after brain infections The range of the effects of the condition is
enormous – very mild to severely disabled Associated difficulties can include; epilepsy, hearing
impairment, visual impairment (especially squints), speech problems, perceptual difficulties and possible learning delay
What happens?
Before birth Infections e.g. toxoplasmosis, rubella Failure of the placenta to develop or function effectively
Around birth Prolonged or very difficulty labour Prematurity infections
After birth Head injuries Infections e.g. meningitis Brain tumours
Types of Cerebral Palsy
Whatever the reason for the damage to the brain, it does not get worse; however it does not recover either
3 main types; Spastic cerebral palsy Athetoid cerebral palsy Ataxic cerebral palsy
Spastic cerebral palsy
Affects 50-60% of all children with CP Damage occurs to the cortex of the brain Results in abnormally strong tension in certain
groups of muscles and sometimes pain Areas affected are;
Arms – often pressed against the body, fists clenched
Legs – may be less involved, may only affect walking (legs wide apart, arms outstretched). May be poor balance, slow laboured movement. Severe involvement may result in ‘scissoring’ of legs
Athetoid cerebral palsy Occurs in 20-25% of children with CP It results from damage to the basal ganglia which
results in involuntary, uncoordinated and uncontrolled movements of muscle groups
Thought to be made worse by emotional stress All limbs may be involved. Movement is uncontrolled,
jerky and irregular, accompanied by twisting movements in the hands, involving the fingers and wrists
If legs are involved then the child may walk in a writhing, lurching, stumbling manner with arms moving in an uncoordinated way
Speech may be difficult to understand as the child’s tongue and vocal cords are affected.
The likelihood of hearing impairment is increased
Ataxic cerebral palsy
Occurs in 1-10% of cases It results from damage to the cerebellum which is
concerned with balance Child typically finds difficulty in balancing and co-
ordinating movements Often gross and fine control is affected Child may walk with a high stepping motion Often nystagmus is present – rapid eye movementIn addition to the 3 types of CP, around 15-40% of
all children have a combination of effects
Other terms used to describe the affects of CP
QUADRIPLEGIA – this is the most severe form of CP, all four limbs are affected
HEMIPLEGIA – one side of the body is affected
PARAPLEGIA – only the legs are affected
Diagnosis
Early signs Asymmetry in movement or contour –
creases in the groin and the axillae may be different on each side of the body. One hand or limb moves more freely than the other
Listlessness or irritability Feeding difficulties – poor sucking or
swallowing Excessive or feeble cry Long thin baby who is slow to gain weight
Diagnosis
Later signs Failure to follow normal patterns of motor
development Persistence of primitive reflexes Weakness Early hand preference shown (often before
12-14 months of age) Abnormal postures Delayed or impaired speech
Good practice notes
Parents anxieties about the progress of their child must always be acknowledged and investigated
Knowledge of the norms of development are essential
A child who is suspected of having CP will have a full developmental history taken and neurological examination by a paediatrician. An accurate assessment of a child’s abilities will be made in conjunction with a variety of professionals and in partnership with parents
Management Early diagnosis allows for the following; The development of a programme of care, specific to
a child’s total individual needs and the identification of particular strengths
Help to limit or prevent limb contractures (fixed abnormal limb positions)
The development of maximum mobility, preventing restricted movement and faulty posture
The identification and planning for any associated needs involving hearing, vision, speech and any learning disability
A parent may be supported by a variety of professionals depending on the specific needs of the individual child
Ensuring physical comfort and developing mobility
Handle affected limbs with care Try to maintain good body alignment Avoid situations that cause tension and stress for the
child If a spasm occurs – don’t try and control it by force but
gently rock the affected part instead Ensure you know how to lift correctly to prevent
putting strain on your own back When helping the child to stand, place yourself in front
to help balance. Ensure the child’s feet are firm to the floor with a wide base, check the body is leaning slightly forward and encourage to take their own weight
Working with the physiotherapist
The PT will develop a programme using exercises and aids specific to the needs of the individual child
The PT will also teach you how to lift a child to ensure the child has the correct safe support. This will help you to limit associated muscle tension and spasms which are different for each child
Your role is to understand this and how to implement the care plan
Managing feeding Initially some babies need to be tube fed and
this may lead to difficulties learning to suck A baby with CP may have fixed body positions
or develop spasms. Consider this when supporting them at meal times
In an older child, swallowing may be difficult – place food far back and to the side if the child cannot manage alone
Aim to promote independence even if it is initially messier and takes longer
Mealtimes should be sociable, friendly times with opportunities to interact and learn – e.g. taste, smell, tactile and language opportunities
Physical care Aim to promote independence in dressing Hygiene – non-slip bath mat; dental care
particularly important; adaptations may be necessary as child gets older
Toileting may be delayed because muscle tension affects ability to gain bladder and bowel control
Sleeping – a special sleep position may be recommended
The importance of play!!
General tips
The child may take longer to learn a game The child may tire more easily Always praise and encourage effort A child with CP has the same needs as
other children for love security, stimulation and protection. Always apply routine rules and discipline as with any child
Treat the child as a unique and individual with their own personality, likes and dislikes – this is especially important if the child has a communication difficulty
Various approaches
CONDUCTIVE EDUCATION Intensive teaching and learning system Specially trained ‘conductors’ provide the child
with a fully integrated day, without disruptions, from different professionals
The conductors role is to be aware of and develop all aspects of a child through the establishment of a strong relationship with the child
Parents and carers play an important part in the programme – skills learned in the programme should be applied and reinforced in every day life
Various approachesTHE BOBATH CONCEPT
Designed to help the child move more easily It is integral to a child’s daily routine and uses
play rather than ‘exercises’ It aims to improve posture, reduce stiffness,
increase muscle control and limit random muscle movements
Correct positioning and handling at all times is considered to be the key to enhanced movement
Involvement of parents and carers is essential
Persistence and effort is vital
Various approachesBOTULINUM TOXIN
This drug lasts up to 16 weeks and is injected deep into the muscle either by local or general anaesthetic
It works by blocking the signal that the nerves are trying to pass to the muscles
For some children it allows for reduction of muscle tightness and freer movements
It is thought that the drug enables the muscles to stretch and so may reduce the risk of permanent contractures
It is used in conjunction with physiotherapy
Various approachesPATTERNING
This aims to help the child’s mobility through a series of exercises that ‘teach’ the undamaged part of the brain to take over the functions of the damaged part
Involves intensive, frequent and repetitive rhythmic stimulation (patterning) to their limbs for up to 8 hours a day
The therapy is controversial and can exhaust and distress the child
Requires huge time commitment
Implications/additional developments
The range of disability in CP is enormous
Drug therapy to control epilepsy Assistive technology
Switches Communication aids