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Model instructional program for mainstreaming handicapped children

C M Cecconi, S P Rothenberg

    Physical Therapy
    |August 1, 1980
    PubMed
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    An educational program significantly improved first-graders' knowledge of cerebral palsy. This research offers insights for therapists supporting inclusive education for children with disabilities.

    Area of Science:

    • Pediatrics
    • Special Education
    • Rehabilitation Science

    Background:

    • Cerebral palsy (CP) is a common childhood physical disability.
    • Effective educational strategies are needed to foster understanding and inclusion of children with CP.
    • Current knowledge gaps exist regarding pediatric education on developmental disabilities.

    Purpose of the Study:

    • To implement and evaluate an instructional program for teaching typically developing children about cerebral palsy.
    • To assess the program's effectiveness in increasing knowledge of CP among first-grade students.
    • To discuss implications for therapists facilitating inclusive educational environments.

    Main Methods:

    • An instructional program on cerebral palsy was delivered to 17 first-grade children.

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  • A control group was used for comparison.
  • Knowledge acquisition was measured pre- and post-intervention.

    • Main Results:

    • Students who received the instructional program showed a significant increase in knowledge about cerebral palsy.
    • The intervention group demonstrated greater knowledge gains compared to the control group.
    • The program proved effective in enhancing understanding of the disability.

    Conclusions:

    • The developed instructional program is effective in educating young children about cerebral palsy.
    • Findings support the role of early education in promoting acceptance and understanding of disabilities.
    • Results have implications for physical and occupational therapists in promoting inclusive practices and least restrictive environments for children with disabilities.