Surveying the Requirements of Physical Abilities Assessments and Social Participation of Children with Cerebral Palsy in Srisangwan School

Abstract

Children with cerebral palsy often experience movement disorders due to gross motor impairments, which can significantly impact their ability to participate in daily life including school and social activities. However, children with a certain ability level can be attended in special education schools along with physical rehabilitation. Currently, special education schools lack standardized physical abilities and social participation evaluations. Therefore, this descriptive research aimed to study usability, needs, and satisfaction with physical ability and social participation assessment tools. The sample were physical therapists from the three Sri Sangwan schools in Thailand, Nonthaburi, Khon Kaen and Chiang Mai. Of 11 people collected quantitative data via an internet survey from March to June 2020 and two physical therapists were selected for an in-depth interview. The data were analyzed by descriptive statistics. The results found that all three schools used physical ability assessments with children with cerebral palsy in schools. There was a need for an assessment that could assess social participation of children with cerebral palsy (3.67-4.5 points out of 5). Satisfaction with the assessment of the physical ability of each school was found at a high level to the highest level of satisfaction (4.0-4.67 points from a full score of 5). In-depth interviews revealed that the physical ability assessment form still had limitations in terms of clarity and did not cover all topics in the physical ability assessment. An assessment form on social participation of children with cerebral palsy needed to assess family activities, community activities, daily routines, and academic skills. Conclusion, three schools used assessments that were not clear and comprehensive, and lacked assessments of social participation. The data obtained from this study may help to guide the selection or development of appropriate and comprehensive assessments according to the needs of physical therapists to assess the physical ability and social participation of children with cerebral palsy in special schools.