Cerebral palsy – preschool and school education from the perspective of a social model of disability

Introduction
Inclusive education has been implemented in European countries in recent decades. It involves supporting the education of children with disabilities in mainstream schools to build an inclusive society. Cerebral palsy (CP) is a condition characterized by persistent motor disorders often accompanied by sensory, cognitive, communication, perceptual, behavioural, epilepsy, and secondary musculoskeletal problems. The nature and severity of disabilities can influence the choice of educational setting. For mainstream schools, the presence of a student with CP with mobility problems, speech, or sensory disorders, is a challenge. The presence of such a student at the lesson forces the use of special methods of work.

Aim of the research
To assess the prevalence of inclusive education among children and adolescents with CP as a factor influencing social participation.

Material and methods
The study included a group of 205 patients diagnosed with CP aged 0–18 years. Classification systems such as GMFCS, MACS, and CFCS were used in the study.

Results and conclusions
The presence of associated disabilities, excluding intellectual disabilities, was found in 79% of the participants. The presence of one disability was observed in 34% of the participants, 2 disabilities in 25%, and 3 disabilities in 17% of the participants. Significant associations were found between the type of school, CP subtype, intellectual disability, and levels of functioning in terms of mobility, fine motor skills, and communication (p < 0.001). In total, 23% of the participants attended mainstream schools, and 13% attended inclusive schools. Inclusion of children with CP in mainstream schools was mainly limited to students with normal cognitive functions (IQ ≥ 70).