Πρώιμη Παρέμβαση σε παιδιά με εγκεφαλική παράλυση και ειδικές ανάγκες: Καλές εκπαιδευτικές πρακτικές

Abstract

Children with cerebral palsy are a heterogeneous group with different functional needs depending on brain injury and interference. The timely and reliable diagnosis by specialists (doctors, therapists and teachers) plays a key role in better planning of treatment programs. The situation of children with cerebral palsy can be improved by appropriate treatment, timely educational intervention, guidance and assistance to parents in order to avoid or reduce the serious consequences of physical, mental, learning problems etc.

Kinetic disabilities limit the learning of children in areas such as the ability to process information that is directly related to the mental functions of the individual and characteristics such as weak memory, concentration and attention difficulties, moderate collective skills, inadequate language development. Their exposure to experiences, stimuli, motivations, educational therapies can diversify the needs, the development of disability and the subsequent functioning of the individual.

Targeted pilot projects on language development and early mathematical skills based on differentiated teaching patterns have demonstrated that children's learning profiles are improving, motivation and collaboration are increasing. This reduces the chances of serious learning difficulties associated with weaknesses perceptual, linguistic, incomplete mathematical skills in relation to the weakness in mnemonic functions and concentration-attention.