Relationship between gross motor function, manual abilities and participation in school environment in children with cerebral palsy
Abstrakt
Limitations of mobility and development of posture are identified as the predominant in the clinical picture of cerebral palsy (CP). Participation in school activities has emerged as an important outcome for children with disabilities, because it significantly affects the level of their participation in adulthood [1].
This research was aimed to describe the relationship between motor abilities of children with CP, which includes gross motor and manual fine motor functions, and their functional independence in the school environment. 150 children with CP between six and twelve years old participated in the study. The third part of School Function Assessment (SFA) questionnaire was used to determine the participation of children with CP in the school environment.
The observed school activities were divided into physical and cognitive-behavioural. The motor functions of these children were measured by Gross Motor Classification System (GMFCS) and Manual Ability Classification System (MACS) instruments.
Both motor functions, gross motor and manual abilities are strong predictors of functional activities in the school environment in children with CP. Students with lower values of motor functions also have significantly poorer participation in the school activities.
Manual abilities predict the performance of both physical and cognitive-behavioural activities, while gross motor skills are primarily related to the performance of physical activities. Development of motor skills should be of primary importance as part of everyday school activities in children with CP.