Abstract:

In the light of the definition cerebral palsy is a 'syndrome of symptoms resulting from permanent brain damage at an infinite stage of development’ (Kulakowska, 2003). Diagnosis of cerebral palsy is connected with the constant necessity of multi-specialist support and rehabilitation, as well as the use of orthopaedic supplies and educational adjustments corresponding to the individual needs of the child. Elements such as the architecture of the building and interior, but also the preparation of the family and teachers, their sensitivity to the needs of the child are the key elements in the arrangement of the child's educational and therapeutic space. The question arises: how to create and use the space to give the child a sense of happiness, safety and maximum agility, while improving the disturbed functions. The answer may be the use of assistive technologies, both in the realities of school and the home environment, which build positive atmosphere of play, strengthen the child's competences and maximize his or her independence.

The article, based on a case study, describes the arrangement of educational and therapeutic space with the use of selected assistive technologies. A 6-year-old girl with cerebral palsy (tetraplegia) took part in the experimental study. Data about the child was collected on the basis of an interview, observation, analysis of documents and by using twice the profile of student’s achievements of Jacek Kielin. The first sheet was filled in before and the second after the implementation of assistive technologies in the child's space. Among the technologies selected to meet the needs and capabilities of the girl were: switches and interface, switch accessible software, switch adapter toys, touch screen technology, alternative keyboard and mouse. The authors took into account the methods of working with the child used so far and the assessment of the level of her functioning. Parents and a team of specialists (a special educator, a psychologist, a computer scientist, a physiotherapist, a speech therapist) took part in the optimization of the space. Indirect and participatory observation was used.

After supplementing the child's space with selected technologies, which is the result of the study, an increase in the child's independence, greater precision in manipulative activities, longer time of concentration on the task were noticed. The child also acted more confidently in activities, which previously were not taken up by the child due to sensory hypersensitivity. The article presents a detailed description of friendly space for children with cerebral palsy and the effects of taking into account the adequately selected assistive technologies.

Keywords:

Cerebral palsy, educational and therapeutic space, assistive technology, space arrangement.