Cerebral palsy is not a disease it is a condition. Cerebral refers to the brain and palsy means weakness or lack of muscle control. In addition, cerebral palsy is not a single problem, but a complex disease in which virtually all brain cell types could need repair. Approximately 90 percent of all cases are caused by brain injury during the prenatal period (before labor begins). This condition is caused by damage to brain cells that control the movement of muscles. A person with cerebral palsy can have mild to severe physical disabilities. There are varying degrees of therapies depending on the degree of condition. However, just because a person has cerebral palsy, it does not mean they will have other disabilities.

Causes and Risks

Recent studies suggest that cerebral palsy is mostly due to factors affecting the brain before birth. In about 70 percent of cases, cerebral palsy results from events occurring before birth that can disrupt normal development of the brain. This condition is caused by an injury to the brain during pregnancy, at birth, or shortly after birth. The symptoms are usually not noticeable at birth. It was previously assumed that it was caused by fetal distress, such as a lack of oxygen, during the birth process. However, lack of oxygen at birth has not been shown to be the major cause. The motor deficits of babies are usually unrecognizable before 4-6 months of age.

A preemie’s risk of cerebral palsy is much higher than that of a full-term baby. In addition, exposure to herpes group B viruses was associated with a two-fold increase in risk. Reproductive/urinary tract infections also may increase the risk in a preterm delivery. Preemie’s are already at risk for cerebral palsy and account for approximately one-third of the cases. Adequate prenatal care may reduce the risk of the unborn baby.

Viral infections, lead poisoning, or head injuries that occur early in life can result in acquired cerebral palsy, a less common condition. Spastic cerebral palsy, the most common type, is a condition in which there is too much muscle tone. However, cerebral palsy is NOT a progressive condition, meaning that it does not worsen over time. Cerebral palsy generally is a long-lasting (chronic) condition.

There are roughly 8,000 infants born with this condition each year and some 1,200-1,500 preschool age children acquire cerebral palsy annually. Most children are diagnosed by age 5. Despite significant improvements in obstetric and neonatal care in recent years, the incidence of cerebral palsy has not decreased.

Types

Athetoid cerebral palsy affects the ability to control muscles, leading to involuntary and uncontrolled movements in the affected muscles

Spastic cerebral palsy is the most common type of cerebral palsy. Approximately 60 percent of all individuals with cerebral palsy have spasticity that is characterized by tense, contracted muscles. Doctors will often describe which type of spastic cerebral palsy a patient has, based on which limbs are affected.

Ataxic cerebral palsy affects the sense of balance and depth perception. Children who suffer from ataxic cerebral palsy can be described as being very shaky and unsteady.

Symptoms

Children with cerebral palsy may develop eating difficulties, bladder and bowel control problems, breathing problems, and learning disabilities. Children with cerebral palsy have limited use of their arms due to the dysfunction of their neural motor control and stiffness of their joints. Dysarthria is common in people with cerebral palsy, due to problems involving the muscles that control speech and mastication. Although Cerebral Palsy is a permanent condition, as a person learns and grows and practices skills, more control over movement may be achieved.

Treatment

Treatment of cerebral palsy requires a team of specialists to help maximize and coordinate movement, minimize discomfort and pain, and prevent long-term complications. Because the symptoms of cerebral palsy can cause behavioral and emotional problems, many children benefit from counseling or behavior therapy. It is also not “curable” in the accepted sense, although education, therapy, and applied technology can help persons with cerebral palsy lead productive lives.

The goal of drug therapy is to reduce the effects and prevent complications. Physical, speech, and occupational therapy along with counseling today are employed to help people lead healthy, productive lives. Most children with cerebral palsy benefit from early and regular physical and occupational therapy. In addition, education, therapy, and applied technology can help persons with cerebral palsy lead productive lives.

Mesyurat bersama semua guru PKBP/PPM dan ibubapa pelajar Pendidikan Khas:

1. Merancang dan mengurus semua sekolah pendidikan khas rendah dan menengah.
2. Merancang dan menyelaras semua Program Pendidikan Integrasi (percantuman).
3. Merancang, menyelaras dan menilai dasar-dasar dan peraturan-peraturan dari segi peluang pendidikan yang seimbang, khidmat bantu dan sokongan bagi pelajar pendidikan khas dan dasar pendidikan vokasional pendidikan khas.
4. Merancang kurikulum, aktiviti dan hal ehwal pendidikan khas.
5. Menyediakan perancangan, penyelidikan dan penilaian pendidikan khas.
6. Menyediakan perancangan latihan dan pembangunan staf.
7. Menyelaras Program Pendidikan Pemulihan Khas.

Memastikan Program Integrasi Pendidikan Khas diperluaskan di semua daerah di Negeri Sabah.

Memastikan Institut Pendidikan Swasta berdaftar dan beroperasi mengikut peraturan pendaftaran yang dikuatkuasakan oleh Kementerian Pelajaran Malaysia.

Menyediakan peluang dan kemudahan pendidikan yang sama kepada semua murid-murid dengan keperluan khas.

Menyediakan sumber pengajaran dan pembelajaran serta tenaga pengajar yang mencukupi dan terlatih kepada murid-murid dengan keperluan khas.

Hari pertama melapor diri sebagai Guru GSST Pendidikan Khas di Sk Tun Dato Hj Mustapha pada 1 Mac 2010, Kudat sungguh mendebarkan, ehwalnya gerangan pertama kali memikirkan anak-anak yang bakal dididik itu bagaimana..?? Walaupun mempunyai sedikit pengalaman mengajar dari taska ke tingkatan enam, namun ini mesti berbeza untuk membantu mereka menjadi insan berilmu. Merekalah anak-anak istimewa yang perlu diperjuangkan arah tuju mereka pada masa akan datang.

Pertama kali melangkah masuk ke pintu pagar sekolah, aku terus menuju ke bilik guru besar, En Yusop Bin Abd. Wahab BSK. Beliau menerangkan serba sedikit mengenai perkembangan sekolah dan peraturannya. Kemudian, beliau membawa saya ke Pejabat Am untuk diperkenalkan kepada staff di sana dan terus menuju ke Teratak Istimewa Sk Tun Dato Hj Mustapha, Pendidikan Khas. Di sana, aku diperkenalkan dengan penyelaras, Cik Salinah Bt Sairi dan guru-guru Pendidikan Khas Pn Rainah Bt Harsid, Pn Rubayan Bt Maralin, Pn Rohkini Bt Subonging, Pn Nurul Huda Lembut, Cik Susan Stephen, Cik En Alex B Selamat, En Dzuhardy B Amit dan Guru Pengurusan Murid iaitu Wiwiktina Alfrido dan Cristine Au.

Bermulalah kehidupanku sebagai guru di sini, mendidik insan istimewa ini supaya mereka mampu menentukan arah hidup mereka pada masa akan datang. Lalu, aku mendapat ilham untuk membuat blog ini untuk mengabadikan kenangan dan pengalamanku semasa berada di sini.