Development of school functioning of children with Cerebral Palsy in the Netherlands. An evaluation of school choice and relapse.

Abstract

Background: Even though children with Cerebral Palsy (CP) often show difficulties in the development of school functioning and this topic is considered to be very important, it is not broadly investigated. Aim: The aim of this study was to investigate which child factors (motor functioning, cognition, behaviour) at age 2.5 are the best predictors of school type at age 4.5. Furthermore, this study aimed to investigate relapse in school type or level at age 7 or 9 and factors considered to be important in this process. Method: This study was part of the PERRIN-CP research programme (PEdiatric Rehabilitation Research In the Netherlands Cerebral Palsy) cohorts 0-5 and 5-9. The following instruments were used: the GMFCS, the GMFM, the BSID-II-NL, the MACS, the SON-R 2.5-7, the CBCL and anamnesis/interviews with parents. Data were analysed using quantitative and qualitative research methods. Results: Discriminant analysis revealed a combination of motor functioning and cognition as the best predictor of school type at age 4.5. Qualitative analysis revealed emotional functioning as the most occurring theme involved in relapse, followed by cognitive and motor functioning. Conclusion: It seems to be that the choice for a certain school type is mostly based on the motor and cognitive capacities of a child. However, when a relapse in school type or level during the school career is necessary, it appears that other factors such as emotional functioning become more important.