Related Experiment Video
Updated: May 22, 2026
Event-related Potentials During Target-response Tasks to Study Cognitive Processes of Upper Limb Use in Children with Unilateral Cerebral Palsy
Published on: January 11, 2016
School attendance in individuals with cerebral palsy in Brazil
Ricardo Rodrigues de Sousa Junior1, Luana Cristina da Silva1, Ana Cristina Resende Camargos1
1Graduate Program in Rehabilitation Sciences, School of Physical Education, Physical Therapy and Occupational Therapy, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.
Aim:
To identify factors associated with school attendance among Brazilian children, adolescents, and young adults with cerebral palsy (CP) using population-based data from the Brazilian Cerebral Palsy Register (BrCPR).
Method:
This cross-sectional study analysed data from 774 individuals aged 4 to 21 years with CP registered in the BrCPR. Variables included sociodemographic and clinical characteristics (Gross Motor Function Classification System, Manual Ability Classification System, and speech limitations), and school attendance. Descriptive and bivariate analyses were conducted using χ2 tests; multivariable logistic regression models were applied to estimate adjusted odds ratios (aORs) with corresponding 95% confidence intervals (CIs).
Results:
Among participants, 76% attended school, although 62% could not read and write. Adolescents with CP aged 13 to 21 years were less likely to attend school compared to those aged 4 to 12 years (aOR = 0.49, 95% CI = 0.3-0.7), as were those classified in Gross Motor Function Classification System levels IV and V compared to levels I to III (aOR = 0.29, 95% CI = 0.1-0.4). Additionally, the presence of speech limitations was associated with reduced school attendance (aOR = 0.12, 95% CI = 0.1-0.3).
Interpretation:
Although school attendance rates for Brazilian individuals with CP are relatively high compared to other low- and middle-income countries, major barriers persist. Addressing speech support, and mobility-related inclusion, is essential to improve both school attendance and meaningful involvement.
