Condition-Specific · IEP Planning

IEP for a Child With Cerebral Palsy: What a Comprehensive Program Looks Like

Cerebral palsy affects every child differently, some have mild motor challenges, others have significant physical, communication, and cognitive needs. A strong IEP reflects that individual profile, not a generic “CP program.” Here’s what to look for and what to push for.

Eligibility and Evaluation

Children with cerebral palsy most commonly qualify for special education under the Orthopedic Impairment (OI) eligibility category. If the child also has intellectual disability, communication impairments, or other co-occurring conditions, they may qualify under Multiple Disabilities. The evaluation must cover all areas of suspected need, physical, cognitive, communication, adaptive behavior, not just motor function.

A strong evaluation for a child with CP typically includes assessments from a school psychologist, physical therapist, occupational therapist, and speech-language pathologist. If communication is significantly impacted, an assistive technology evaluation should also be requested as part of the initial process.

Physical Therapy: What the IEP Should Address

Physical therapy (PT) in the school setting focuses on gross motor function as it relates to educational access, mobility, positioning, transitions between activities, participation in PE, and navigating the school environment safely. A school PT evaluation should assess:

• Gait and mobility (including use of assistive devices like walkers, wheelchairs, or orthotics)
• Transfers, moving from wheelchair to desk chair, floor to standing, etc.
• Endurance and fatigue as they affect participation
• Positioning and seating needs that affect learning
• Safety in emergency evacuation procedures

The IEP should specify PT frequency adequate to maintain function and support educational access. “Consultative PT” (the therapist advises staff but doesn’t directly work with the student) is appropriate for students with minor needs, not for students with significant motor impairments requiring direct intervention.

Occupational Therapy: Fine Motor and Functional Skills

OT in the school context addresses fine motor skills, handwriting, self-care tasks relevant to the school day, and adaptive equipment. For children with CP, OT evaluation and services should address:

• Fine motor function and its impact on written expression
• Feeding and self-care needs during the school day (lunch, hygiene)
• Adaptive equipment for writing, seating, and access to school materials
• Computer and technology access if standard input devices aren’t accessible

Assistive Technology: A Non-Negotiable

Assistive technology (AT) can be transformative for students with cerebral palsy, expanding access to communication, written expression, and the general curriculum. IDEA requires schools to consider AT for every student with a disability. For a child with CP, this isn’t a theoretical question, it’s one the evaluation team must actively address.

Request a dedicated AT evaluation in writing. The evaluation should assess the student’s needs across school tasks and recommend specific tools and devices. Common AT for students with CP includes:

• AAC devices (for students with limited verbal communication)
• Adapted keyboards, switch access, or eye-gaze technology
• Speech-to-text software for written expression
• Adapted seating and positioning equipment
• Digital text instead of paper materials

One-on-One Aide Support

Many students with cerebral palsy require one-on-one aide or paraprofessional support during the school day. The IEP should specify what aide support is needed, for how many hours, and for what purposes. Vague language like “support as needed” is not a commitment. The IEP should state whether the aide provides personal care, physical assistance, academic support, or a combination, and during which parts of the day.

If the school is proposing to reduce or remove aide support, request data documenting that the student can access their program without it. Removing aide support without evidence is a change in placement that requires prior written notice and parental consent.

Communication Services

If your child has limited or no functional verbal speech, a comprehensive speech-language evaluation is essential, and it should specifically assess AAC needs. Schools sometimes conduct speech evaluations that focus only on articulation without assessing the full picture of communication access and AAC potential. Push for an evaluation that addresses functional communication in school settings.

See our article on IEP services for nonverbal children for more on advocating for AAC and communication goals.