International Classification of Functioning, Disability, and Health: Children and Youth Version has shown an increasing role in the assessment of children with cerebral palsy (CP), but just a few researchers use it for individuals’ self-assessment. In this study, we present the self-assessment of functioning of students with CP and changes by the end of a school year. Thirty-seven pupils with spastic CP involving upper limbs, 24 pupils with typical development, and 20 pupils with speech and language disorders were studied by International Classification of Functioning, Disability, and Health core sets for CP. The CP group reported limitations in sensory functions (P<0.05), movement-related functions (P<0.001), and mobility (P<0.001) as well as products and technology and support and relationships as supportive (P<0.05). Correlation between expert and self-evaluation was weak to moderate. The CP core set may appropriately serve in the self-assessment of pupils’ functioning in longitudinal studies.
aInstitute for the Methodology of Special Needs Education and Rehabilitation, Bárczi Gusztáv Faculty of Special Needs Education
bDoctoral School of Education, Eötvös Loránd University
cSports Therapy Unit, National Institute for Medical Rehabilitation
dMozgásjavító’ Kindergarten, Elementary and Specialized Secondary School, Unified Special Education Methodology Centre and Students’ Residence, Budapest, Hungary
Correspondence to Zoltán Lénárt, MD, Bárczi Gusztáv Faculty of Special Needs Education, Eötvös Loránd University, Ecseri út 3, 1106 Budapest, Hungary Tel: +36 13 483 132; e-mail: firstname.lastname@example.org
Received November 11, 2017
Accepted March 21, 2018