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Children
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Children with Cerebral Palsy and Other Developmental Disabilities
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Children with Cerebral Palsy and Other Developmental Disabilities

A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Pediatric Neurology & Neurodevelopmental Disorders".

Deadline for manuscript submissions: 1 September 2025 | Viewed by 2002

Special Issue Editor

Dr. Kara B. Ayers

E-Mail Website
Guest Editor
1. College of Medicine, University of Cincinnati, Cincinnati, OH 45267, USA
2. Division of Developmental and Behavioral Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH 45229, USA
Interests: cerebral palsy; developmental disabilities; ableism; healthcare equity; disabled identity; developmental and behavioral pediatrics

Special Issue Information

Dear Colleagues,

This Special Issue aims to focus on the holistic health and well-being of children with cerebral palsy (CP) and other developmental disabilities. While medical advancements have improved many aspects of care for these children, we must also address the social and environmental factors that impact their lives. This Special Issue aims to explore the intersections of health, identity, and society for children with CP and related conditions.

We invite submissions that examine the effects of ableism and healthcare inequities on children with CP, as well as research that highlights strengths-based approaches to care and support. Of particular interest are studies that investigate the benefits of fostering positive disabled identities in children, promoting self-advocacy, and challenging deficit-based narratives.

This Special Issue welcomes the submission of research focused on a wide range of topics, including, but not limited to, the following: innovative therapies and interventions, mental health and well-being, family-centered care, educational inclusion, assistive technology, and transition to adulthood. We especially encourage work that amplifies the voices and experiences of children with CP and their families.

By bringing together diverse perspectives, we hope to advance our understanding of how to best support the whole child, promoting not just physical health, but also emotional, social, and personal growth.

Dr. Kara B. Ayers
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • cerebral palsy
  • developmental disabilities
  • ableism
  • healthcare equity
  • disabled identity
  • strengths-based approaches
  • self-advocacy
  • holistic health
  • family-centered care
  • inclusion

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (3 papers)

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Research

17 pages, 908 KiB  
Article
Motor-Sensory Learning in Children with Disabilities: Does Piano Practice Help?
by Simon Strübbe, Susmita Roy, Irina Sidorenko and Renée Lampe
Children 2025, 12(3), 335; https://doi.org/10.3390/children12030335 - 7 Mar 2025
Viewed by 555
Abstract
Background/Objectives: Patients with physical disabilities, like cerebral palsy, the most common movement disorder in childhood, can benefit from instrumental therapy using piano. Playing the piano promotes the interaction between different brain regions and integrates motor skills, sensory skills, musical hearing, and emotions. A [...] Read more.
Background/Objectives: Patients with physical disabilities, like cerebral palsy, the most common movement disorder in childhood, can benefit from instrumental therapy using piano. Playing the piano promotes the interaction between different brain regions and integrates motor skills, sensory skills, musical hearing, and emotions. A pilot music study examined the effects of six months of piano lessons on hand motor skills and musical hearing in groups of children with motor disabilities. Methods: The allocation to the group was not randomized. Various tests, including the standardized Box and Block Test (BBT) and piano tests, assessed hand motor skills. Musical hearing was evaluated, and a questionnaire was used to determine the participants’ enjoyment and experience with the piano lessons. The regularity, tempo of keystrokes, and synchronization between the two hands were assessed and compared to evaluate the effects of six months of piano training. Results: After six months of piano training, statistically significant improvements were observed in the BBT, as well as in the regularity and tempo of the non-dominant hand. The children showed significant improvement in hand-motor control, moving 27.3% more cubes in the BBT. Regularity and tempo in piano playing, especially in the non-dominant hand, also improved. Moreover, 55% of the children better recognized the correct pitches of notes. Conclusions: Thus, this study supports the concept that piano lessons are an effective form of physical therapy for the development of hand motor skills and musical hearing. Full article
(This article belongs to the Special Issue Children with Cerebral Palsy and Other Developmental Disabilities)
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16 pages, 224 KiB  
Article
Giving Voices: Qualitative Study on Parental Experiences of Caring for Children with Cerebral Palsy or Developmental Disabilities in South Korea
by Bogcheon Choi
Children 2025, 12(3), 284; https://doi.org/10.3390/children12030284 - 26 Feb 2025
Viewed by 462
Abstract
Background/Objectives: This study investigates the lived experiences of Korean parents caring for children with cerebral palsy or developmental disabilities, focusing on the challenges they face. It highlights systemic and societal factors, including gaps in diagnostic processes, financial support, access to information, and [...] Read more.
Background/Objectives: This study investigates the lived experiences of Korean parents caring for children with cerebral palsy or developmental disabilities, focusing on the challenges they face. It highlights systemic and societal factors, including gaps in diagnostic processes, financial support, access to information, and inclusive education. Methods: Using a qualitative approach, semi-structured interviews were conducted with 17 parents, recruited through purposive sampling. Thematic analysis was employed to identify key patterns and challenges in their experiences. Results: Parents reported significant difficulties, including delayed and insensitive diagnostic processes, financial burdens due to inadequate welfare support, and limited access to coordinated information. Educational challenges included disabling attitudes among teachers and a lack of genuine inclusion. Societal stigma further compounded their struggles. Despite these obstacles, parents demonstrated resilience and advocated for their children’s needs. Despite these obstacles, parents demonstrated resilience and advocated for their children’s needs. Conclusions: This study provides valuable insights into the challenges faced by parents of disabled children in South Korea, emphasizing the need for systemic reforms to foster a more inclusive and supportive environment for these families. Full article
(This article belongs to the Special Issue Children with Cerebral Palsy and Other Developmental Disabilities)
12 pages, 1316 KiB  
Article
Constraint Therapy with and Without Virtual Reality for Children with Unilateral Cerebral Palsy: A Randomized Trial
by Heather Roberts, Nancy J. Clegg, Wayni Wang, Sydney Chapa, Briana Arellano, Madison Trahan, Fabiola Reyes, Mauricio R. Delgado, Sue Ram and Angela Shierk
Children 2025, 12(3), 283; https://doi.org/10.3390/children12030283 - 26 Feb 2025
Viewed by 499
Abstract
Background/Objectives: Cerebral palsy (CP) is the most common childhood motor disorder, with unilateral cerebral palsy (UCP) presenting with asymmetrical motor function that can cause decreased upper limb function. Constraint-Induced Movement Therapy (CIMT) is an evidence-based intervention that addresses upper limb functional limitations, but [...] Read more.
Background/Objectives: Cerebral palsy (CP) is the most common childhood motor disorder, with unilateral cerebral palsy (UCP) presenting with asymmetrical motor function that can cause decreased upper limb function. Constraint-Induced Movement Therapy (CIMT) is an evidence-based intervention that addresses upper limb functional limitations, but further study on combining interventions with CIMT is warranted. Combining CIMT with virtual reality (VR) is hypothesized to enhance engagement and therapeutic outcomes. This study compared the effectiveness of CIMT alone versus CIMT combined with VR (CIMT + VR) in improving upper limb function and occupational performance in children with UCP. Methods: A blinded, randomized, controlled trial included children aged 5–13 years with Manual Ability Classification System (MACS) levels I–III. The participants were randomized into CIMT or CIMT + VR groups and completed a standardized 10-day camp protocol (60 h). Pre-intervention and post-intervention assessments included the Assisting Hand Assessment (AHA) and the Canadian Occupational Performance Measure (COPM). Secondary measures included acceptability ratings of VR devices and fidelity. Results: Thirty-two participants, with a mean age of 9 years and 3 months (3 years 1 month), MACS I = 4, II = 20, and III = 8, completed this study. CIMT and CIMT + VR led to significant improvements in upper limb function, with no statistically significant differences between the groups in bilateral hand use and occupational performance. Conclusions: These findings reinforce the efficacy of CIMT while highlighting the potential of VR to enhance engagement when the child prefers to interact with the technology, underscoring the importance of individualized approaches that consider a child’s preferences and responsiveness to different intervention modalities. Full article
(This article belongs to the Special Issue Children with Cerebral Palsy and Other Developmental Disabilities)
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