Educational Challenges and Strategies for Children with Cerebral Palsy: A Qualitative Study from Assam, India

Abstract

Children with cerebral palsy (CP) have special educational needs that require specialised support to ensure effective learning and participation. This study explores the perspectives of special school teachers in Assam, India, a context where research on CP education remains limited. A qualitative research design was adopted. Data collection continued until data saturation was achieved, which was reached after interviews with 15 special school teachers. Informed consent was obtained from all participants. Thematic content analysis was conducted using Atlas.ti software, and the findings were organised and presented through mind maps. The analysis revealed multiple challenges faced by teachers in educating children with CP, including assessment difficulties, behavioural and health issues, communication barriers, environmental and physical constraints, limited parental involvement, and peer rejection. Teachers addressed these challenges through integrated care, behavioural support, assistive technologies, and inclusive teaching practices. Effective educational strategies included multisensory approaches, individualised educational plans, therapeutic interventions, and environmental adaptations tailored to the needs of children with CP. The study further emphasises the value of parental participation and peer sensitisation in supporting inclusive educational practices. It highlights the need for strong policies and targeted programmes to empower special educators and ensure inclusive, equitable, and holistic learning opportunities for CP children.