Published Paper Details:

Abstract Background: Children with cerebral palsy (CP) often experience significant challenges in school participation due to motor impairments, postural difficulties, and environmental barriers within educational settings. Limited accessibility, inadequate classroom design, and lack of appropriate assistive equipment can restrict their engagement in academic, social, and Objective: The present study aimed to examine the role of assistive equipment and environmental adaptations in enhancing school participation among children with cerebral palsy. Methods: A school-based, quasi-experimental pre-post study design was employed involving children diagnosed with cerebral palsy attending inclusive school settings. Participants received individualized assistive equipment (such as adaptive seating, mobility aids, writing supports, and classroom access tools) along with targeted environmental adaptations, including classroom layout modifications, accessibility enhancements, and task-specific environmental restructuring.. Results: Post-intervention findings demonstrated a significant improvement in school participation, including enhanced engagement in classroom activities, improved task performance, greater independence in mobility and self-care within the school environment, and increased social interaction with peers. Environmental adaptations reduced physical and contextual barriers, while assistive equipment supported functional performance and sustained participation across academic tasks. Conclusion: The study highlights that the combined use of assistive equipment and environmental adaptations plays a crucial role in promoting meaningful school participation among children with cerebral palsy. Integrating these strategies within inclusive school settings can facilitate accessibility, functional independence, and active engagement, thereby supporting participation-focused, child-centered educational practices.