DEFINITON:
Cerebral palsy is a disorder that affects motor skills (the ability to move in a coordinated and purposeful way), muscle tone, and muscle movement. This can limit movement of the muscles in the entire body or cause the muscles to move in an uncoordinated or inefficient manner.

Cerebral Palsy is non-progressive, non hereditary and non contagious.

CAUSES:
There is no exact known cause. Some major causes are asphyxia or hypoxia of brain, birth trauma or premature birth, genetic susceptibility, certain drugs or infections in the mother during pregnancy.

Before birth, central nervous system infections, trauma, and consecutive hematomas can cause.

After birth, the condition may be caused by toxins, physical brain injury, incidents involving hypoxia to the brain (such as drowning), and encephalitis or meningitis. Despite all of these causes, the cause of many individual cases of cerebral palsy is unknown.

Cerebral Palsy (CP) is a term used to describe a group of chronic disorders impairing control of movement that appear in the first few years of life and generally results in delayed developments over time. The term cerebral refers to the brain's two halves, or hemispheres, and palsy describes any disorder that impairs control of body movement. Thus, these disorders are not caused by problems in the muscles or nerves. Instead, faulty development or damage to motor areas in the brain disrupts the brain's ability to adequately control movement and posture. It is not a mental disorder and mental retardation. With Special Therapy, Special Education and applied technology the development of the Children affected by Cerebral Palsy is stimulated and enhanced. We hope this would make the Children live productive lives.

ATTENTION DEFICIT DISORDERS:

This requires careful establishment of criteria fir tasks that provide challenge, but are well with the capacity of the child should reduce distractions to the level manageable. The significant stimulus should be clearly differentiated from the back ground.

Success is possible by a clear definition of the required response. This is done by passively moving the child through the required response, providing a problem solving protocol to follow with reinforcement of sensory motor cues, e.g., using a series of verbal cues to solve a picture puzzle, when visual cues are poorly taken up.

 EMOTIONAL AND MOTIVATIONAL FACTORS:

The brain injured child experiences emotional stress during treatment when surrounded by unfamiliar personnel. It is mandatory to involve the parents and other familiar persons in proximity to the professional. Some children may do better if the parent handles them under the direction of the professional in the beginning.

Gradual transition of the professional may then be allowed. However, successful rehabilitation of children cannot be considered to be achieved until the care and handling of the child has been returned to the parents. The parents need to be skillful in techniques of managements.

Adequate opportunity for recreation is essential in a management program. Emotional problems derived from interpersonal relationship, disturbances of attitudes and perspectives. Secondary to past experience need to be identified and programs of management for retraining of the undesired behavior included in the overall rehabilitation program. Alteration of behavior of family member’s is essential.

COGNITIVE FUNCTION:

In assessing cognitive functions children with brain damage it is important to define the cognitive processes, in order to learn which intellectual systems are intact and which are disrupted.

The intelligence quotient may be useful for administrative purposes and to place a child with brain damage in a school program.

By a judicious selection of multiple test procedures, it is possible to develop a remedial education program to the teachers. The clinical neuropsychologist is also consulted in this regard.

STAGES IN PRONE DEVELOPMENT:

 STAGES IN SUPINE DEVELOPMENT: