Physiotherapists' Role in Integration of Children with Cerebral Palsy into Mainstream Schools

Abstract

Background As society and parents of children with disabilities become more aware of their right to and the benefits of inclusive education, pressure to provide such a service is increasing. This research explores the role of physiotherapists, as seen by themselves and teachers, in aiding the successful integration of children with cerebral palsy into mainstream schools. It investigates problems experienced, the perceived adequacy of service provision and impediments to its implementation. Methods Two questionnaires were formulated to investigate the perspectives of 21 physiotherapists and 48 teachers working with children with cerebral palsy in mainstream primary schools. Results Questionnaires were returned by 17 physiotherapists and 32 teachers. Seventy-six per cent of physiotherapists (n = 13) and 78% of teachers (n = 25) considered that physiotherapists can significantly aid the integration of children with cerebral palsy. Roles identified by the physiotherapists and confirmed by the teachers' results include the children's physical preparation (n = 16), providing information to teachers (n = 16) and teaching handling skills (n = 14). Lack of training (n = 31), knowledge (n = 26) and difficulties posed by physical education (n = 27) were problems for teachers. Eighty-eight per cent of physiotherapists (n = 15) thought that service provision was inadequate. Conclusion Physiotherapists are key figures in promoting successful integration of children with cerebral palsy. To address the needs of service provision, this study advocates an expansion of community physiotherapists' role with an essential increase in hours and staffing levels. Convening of case conferences to discuss problems and progress was suggested by four physiotherapists surveyed. Physiotherapists are crucial in training teachers for managing children with disabilities. Further research exploring methods of addressing the teachers' lack of education regarding children with physical disabilities is necessary. As society and parents of children with disabilities become more aware of their right to and the benefits of inclusive education, pressure to provide such a service is increasing. This research explores the role of physiotherapists, as seen by themselves and teachers, in aiding the successful integration of children with cerebral palsy into mainstream schools. It investigates problems experienced, the perceived adequacy of service provision and impediments to its implementation. Two questionnaires were formulated to investigate the perspectives of 21 physiotherapists and 48 teachers working with children with cerebral palsy in mainstream primary schools. Questionnaires were returned by 17 physiotherapists and 32 teachers. Seventy-six per cent of physiotherapists (n = 13) and 78% of teachers (n = 25) considered that physiotherapists can significantly aid the integration of children with cerebral palsy. Roles identified by the physiotherapists and confirmed by the teachers' results include the children's physical preparation (n = 16), providing information to teachers (n = 16) and teaching handling skills (n = 14). Lack of training (n = 31), knowledge (n = 26) and difficulties posed by physical education (n = 27) were problems for teachers. Eighty-eight per cent of physiotherapists (n = 15) thought that service provision was inadequate. Physiotherapists are key figures in promoting successful integration of children with cerebral palsy. To address the needs of service provision, this study advocates an expansion of community physiotherapists' role with an essential increase in hours and staffing levels. Convening of case conferences to discuss problems and progress was suggested by four physiotherapists surveyed. Physiotherapists are crucial in training teachers for managing children with disabilities. Further research exploring methods of addressing the teachers' lack of education regarding children with physical disabilities is necessary.