Abstract
Introduction Cerebral palsy (CP) excerpts a heterogeneous corral of neurological disorders occurring due to injury to the developing brain leading to motor dysfunctions. The CP children enjoy success and progress in normal school education and curriculum program. The principle of inclusive education has been acknowledged over recent decades in all countries supporting the schooling of children with disabilities into mainstream settings for constructing an inclusive society. Objective The objective of this study was to determine the current status of physical impairments in children with CP in inclusive education settings in district Mandi, Himachal Pradesh. Materials and Methods A survey using the physical examination of all CP children ( n = 20) between the age group of 6 and 12 years in inclusive education settings with an organized interview of special educators in school settings was conducted. Descriptive analysis was conducted by using SPSS IBM 22. Results A total of 20 CP children (11 boys and 9 girls, with the mean age of 9.8 +/- 1.69) were enrolled in the study. Mean and standard deviation of Visual Analog Scale (6.5 +/- 0.82), Pediatric Balance Scale (21.4 +/- 17.1), Gross Motor Function Classification System, Expanded and Revised (2.8 +/- 1.46), Manual Ability Classification System (2.5 +/- 1.1), Gross Motor Function Measurement-88 (36.40 +/- 22.94), and Goal Attainment Scale (35.9 +/- 0.40) with the total WeeFIM score (75.7 +/- 3.4) were analyzed as the score of all outcome measures. Conclusion Right to Education act promotes the compulsory education of such children, and limiting disability by knowing the current profile of impairments could help in improving physical and functional status in children.
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