Where to find cp

As an example, when Maya was six years old she became very excited about playing cards. But she was determined. It began very naturally with her just moving cards around on the floor and then slowly trying to pick them up one at a time.

Then she started studying different aspects of the cards and she worked to decipher them from one another. She practiced constantly and as she developed new skills she became motivated to continue and play more difficult games.

One thing led to another and now playing cards is one of her favorite things, but it also led to interest in board games and solving puzzles, something I never thought would be possible for her. The literature on brain plasticity shows conclusively that initiation by the individual is a key ingredient for learning, for change.

It is important for children with CP to find ways to discover on their own. Even very little discoveries can be helpful. Having these goals in mind helps us target how she should spend her time, in therapy and in other areas of her life. As she has gotten older she has become increasingly involved in setting her own goals.

It has been useful to prioritize her goals in terms of what she needs, what she likes and when it is appropriate to focus on some things and leave other things for later. For instance, this year we have prioritized improving her vision.

She has attended vision therapy, with periodic intensives, to get a better handle on reading and distinguishing words. Last year Maya said she wanted to work on dressing herself. I set up a series of OT intensives while she was on her school break. One important aspect of setting goals is to make the goals achievable. Some tasks may need to be broken down into tiny steps so that the child experiences success.

The steel mill problem. The team building problem. House building with resource calendars. House building with state incompatibilities. House building with two workers. House building with worker skills. Multi-mode resource-constrained project scheduling. Open-shop scheduling problem. Production scheduling. Resource allocation for house building.

Resource-constrained project scheduling problem. It is important to remember that having a risk factor does not mean that a child will have CP. Some of the risk factors for congenital CP are:.

A small percentage of CP is caused by brain damage that occurs more than 28 days after birth. This is called acquired CP, and usually is associated with an infection such as meningitis or head injury. CP related to genetics is not preventable. However, there are actions people can take before and during pregnancy, as well as after birth that might help reduce the risk of developmental problems, including CP.

Created in collaboration with children, youth and adults with cerebral palsy and their families, and released in celebration of World CP Day.

This video was made possible with funding from the Ontario Brain Institute braininstitute. Jan Willem Gorter fhs. Change Contrast Font Size Subscribe to our newsletter.

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