Learning how Amanda, a high school cerebral palsy student, understands angles

School Science and Mathematics, Apr 1998 by Shaw, Kenneth L, Durden, Paul

Little is known about how well cerebral palsy students learn high school geometry. A case study was used to better understand how one student, Amanda, understood angles. Three major accommodations were made to assist her in learning: a) a self-paced curriculum, b) The Geometer's Sketchpad, and c) nontraditional assessment (portfolio, interviews, observations). It was found that Amanda needed a lot of time to process visual information. The orientation of angles, the complexity of the diagram, and the length of the side of an angle all had an impact on her understanding. The software was beneficial for Amanda, because she could hide unnecessary and distracting information, she could make her drawings legible, and she could measure the angles without relying on her own visual perception.

Hi, my name is Amanda. I am 16 years old and a sophomore in high school. I am taking high school geometry from Mr. Durden, the second author of this paper. In many ways I am very much like all high school students. I love going to movies, looking at antique cars, fishing, and just hanging out with my friends. I enjoy music and have wanted to sing professionally since I was four years old. In fact, I want my own record label so I can be involved in every aspect of my business. My academic goal is to attend a performing arts school and obtain a master's degree in music.

In other ways, I am unique. I have cerebral palsy, a condition that usually results from lack of oxygen to the brain shortly after birth. About 500,000 people in America have cerebral palsy. Every year, about 5,000 babies and infants are diagnosed with cerebral palsy (United Cerebral Palsy Association, 1996). About one third of these children will be mildly intellectually impaired and one third moderately or severely impaired. The remaining third will be intellectually normal. I fall in the latter category, being intellectually normal. However, being intellectually normal does not mean that I do not have challenges. Even though I have difficulty with fine motor skills, I have mastered the operation of my motorized chair and can move easily around the high school.

I, along with the first two authors of the paper, became very interested in understanding how I learned high school geometry. In fact, this was indeed a learning experience for them, as they had never worked closely with a cerebral palsy student. With their lack of expertise, they relied heavily on me and my occupational therapist to assist them in better understanding cerebral palsy. It was also a learning experience for me. I, too, wanted to better understand how I was learning geometry and how I could utilize technology in my learning of geometry. We focused on two main questions for our study.

1. What accommodations need to be made to assist me in learning geometry?

2. How do I understand geometry; particularly, how do I visually understand angles?

I have a moderate form of spastic cerebral palsy. Spastic cerebral palsy results in the muscle tone being too tight. Students with this form have stiff and jerky body movements because their muscles are permanently contracted. They may have difficulty letting go of an object or changing positions. About 70-80% of the cerebral palsy cases are of this type (Borowitz, 1995). Extensive physical therapy treatments have improved my muscle control. The physical therapy, which tends to be supportive and adaptive has also improved my balance and movement. I am able to walk short distances with the aid of a walker.

Theoretical Perspective

A review of the literature revealed no studies on students with cerebral palsy learning geometry. In fact, the criteria had to be broadened to include mathematics to find anything at all. Obviously, very little research has been done in the area.

Magne (1994) suggests that students with motor impairment, as often seen in cerebral palsy, usually display poor retention of mathematics instruction. Depending on the specific area in which the brain damage occurs, mathematical dysfunction may be the result. Magne recommends that mathematics instruction for disabled students be especially visual and manipulative, as well as individualized. It also must be relevant to their future needs in society.

Corneliussen, Lund, and Nilsen (1989) outline four helpful recommendations for coping with learning disabilities often seen in children with cerebral palsy:

1. Emphasize individualized instruction and pacing. Teachers must accept the child at the level at which he or she is functioning, while also providing intellectual challenges that force them to use as many senses as possible. The ultimate goal of instruction should be to prepare the student for independent adult life, insofar as this is possible.

2. Make the instructional environment as distraction free as possible. Cerebral palsy students may especially have trouble with concentration and are easily distracted. Often cerebral palsy students can only focus their attention on one thing at a time and lose concentration when there is the least bit of distracting noise or interruption.