• Around 1 in every 400 children in the UK is affected by cerebral palsy.

• Children with cerebral palsy have difficulties controlling their muscles and movements, and these difficulties are lifelong.

• A range of interventions, including physiotherapy and occupational therapy, can help improve a child’s control of movement and support their independence and self-esteem.

• Every child with cerebral palsy is different. Difficulties can range from mild motor challenges to severe disability, which may require specialist equipment to support access to their environment.

Types of Cerebral Palsy

There are four main types of cerebral palsy:

• Spastic cerebral palsy – muscles are stiff and tight, particularly when moving quickly, making movement more difficult and limiting range of motion.
• Dyskinetic cerebral palsy – muscle tone fluctuates between stiffness and floppiness, leading to involuntary and uncontrolled movements.
• Ataxic cerebral palsy – difficulties with balance and coordination, resulting in unsteady or clumsy movements, and sometimes tremors.
• Mixed cerebral palsy – a combination of symptoms from more than one type.

You may also hear terms such as hemiplegia or diplegia. These describe which parts of the body are affected:

• Hemiplegia – one side of the body is affected
• Diplegia – two limbs are affected (typically both legs)
• Monoplegia – one limb is affected
• Quadriplegia – all four limbs are affected (often with involvement of the whole body.

Associated challenges

Children and young people with cerebral palsy may also experience:

• Learning difficulties (ranging from mild to severe)
• Speech and language difficulties
• Epilepsy
• Sensory impairments, including visual and hearing difficulties
• Feeding difficulties
• Sleep difficulties

• Ensure the classroom layout allows for ease of movement and promotes independence.
• Consider seating arrangements carefully, and involve the student in decisions to ensure comfort and optimal engagement.
• Allow additional time for moving between classes where needed, making arrangements sensitively in consultation with the student.
• If regular toilet access is required, provide a discreet pass so the student does not need to ask during lessons.

• Some children and young people will have an Education, Health and Care (EHC) plan developed with input from a multidisciplinary team. This outlines the support needed to help them access education effectively.

• Regular hospital appointments and possible admissions mean it is important to liaise with hospital school staff to maintain continuity of education.

• Where appropriate, visits to the child or young person in hospital can help maintain connection and support.

In the Classroom 

• Ensure the classroom layout allows for ease of movement and promotes independence.
  
  
• Consider seating arrangements carefully, and involve the student in decisions to ensure comfort and optimal engagement.
  
  
• Allow additional time for moving between classes where needed, making arrangements sensitively in consultation with the student.
  
  
• If regular toilet access is required, provide a discreet pass so the student does not need to ask during lessons.

Communication

• Some children and young people may have difficulties with speech. A voice output communication aid (VOCA) may be used to support communication.
  
  
• Access to a speech and language therapist is important. In some cases, support may also include an eating or drinking plan.
  
  
• Physical difficulties should not be a barrier to expressing knowledge and understanding.

Motor skills

• Gross motor skills may be affected. Assessment of the classroom and wider school environment can help identify and implement appropriate adjustments. An occupational therapist can support this process.

• Fine motor skills may also require support. Assessments of writing, board access, and use of classroom equipment can help inform appropriate adaptations, enabling the child or young person to access the curriculum alongside their peers.