Cerebral palsy (CP) is not a single, uniform condition – it’s a group of neurological disorders caused by damage to the developing brain, typically before, during, or shortly after birth. According to the National Institute of Neurological Disorders and Stroke (NINDS), CP permanently affects body movement and muscle coordination, and is the leading cause of childhood disability in the United States. One of the most important things to understand about CP is that it presents differently in every child. To make sense of this variation, clinicians classify cerebral palsy using two key frameworks: which parts of the body are affected, and what kind of muscle tone disorder is present. Together, these two dimensions explain the distinct types – spastic, athetoid, ataxic, and mixed – and why each child’s experience of CP can look so different.

Table of Contents

How cerebral palsy is classified

Cerebral palsy classification works along two axes. The first looks at the topography – the body parts affected by the movement disorder. The second examines the quality of muscle tone, which determines the type of movement problem the child experiences.

Classification by body parts affected

According to the Cerebral Palsy Research Network, clinicians describe which body regions are involved using specific terms. Hemiplegia refers to CP that affects one side of the body – typically the arm more than the leg. Diplegia primarily affects the lower half of the body, with the legs more significantly impacted than the arms. Quadriplegia involves all four limbs, as well as the trunk, face, and mouth muscles. More recently, some clinicians have moved toward using the broader terms unilateral CP (one side affected) and bilateral CP (both sides affected) to replace these older labels, though both sets of terms remain in use.

Classification by muscle tone: hypertonia and hypotonia

Muscle tone is the baseline tension in a muscle – the natural resistance it provides even at rest. Flint Rehab explains that in cerebral palsy, damage to the brain disrupts the signals sent to the muscles, leading to abnormal muscle tone. This can go in one of two directions.

Hypertonia means the muscle tone is higher than normal. The muscles are overly tight, stiff, and resistant to movement. As noted by Cerebral Palsy Guidance, the most common form of hypertonia in CP is spasticity – where stiff muscles produce jerky, exaggerated movements. Hypotonia, on the other hand, means the muscle tone is too low. The muscles feel floppy and loose, making it hard for a child to maintain posture, hold their head up, or sit steadily. The NINDS notes that decreased muscle tone can make infants with CP appear relaxed or even limp, while increased tone makes bodies seem stiff or rigid. Both extremes disrupt the smooth, coordinated movement that the brain and muscles normally produce together.

With this foundation in place, we can now look at each type of CP and the specific movement disorder it produces.

Spastic cerebral palsy: stiff and difficult movements

Spastic CP is by far the most common type. Cerebral Palsy Guide reports that it accounts for approximately 77-80% of all CP cases. It results from damage to the cerebral cortex – the outer layer of the brain responsible for voluntary movement. This damage causes persistent hypertonia: the muscles stay in a state of high tension, resisting movement and limiting range of motion.

As described by Robins Kaplan LLP, the constant increased muscle tone creates tightness in the muscles and leads to a reduced range of movement in the joints. Movements are slow, effortful, and uncoordinated. In more severe cases, a child may stiffen suddenly when startled or when attempting to stand, and the legs may cross at the knees – a posture often called a scissoring gait.

Spastic CP is further divided by which parts of the body are involved:

  • Spastic diplegia – primarily affects the legs. Children often walk with a scissoring or crouched gait. Intelligence is usually typical.
  • Spastic hemiplegia – affects one side of the body, usually the arm more than the leg. Most children can walk, though the affected limbs may develop bone deformities or shortened muscles over time.
  • Spastic quadriplegia – the most severe form, affecting all four limbs and often the trunk and face. Children typically cannot walk independently and may have associated conditions including seizures, speech difficulties, and intellectual disability.

Athetoid cerebral palsy: involuntary and uncontrolled movements

Athetoid CP – also called dyskinetic cerebral palsy – is the second most common type. According to NCBI’s StatPearls (NIH), it comprises around 12-14% of all CP cases and results from brain injury during late pregnancy or early birth that affects the basal ganglia – the area of the brain responsible for regulating smooth, coordinated movement and posture.

Unlike spastic CP, athetoid CP involves fluctuating muscle tone – some muscles are too tense while others are too relaxed, and this can shift unpredictably. The defining feature is involuntary, uncontrolled movements: slow, writhing, or wriggly motions that the child cannot suppress. These movements most commonly affect the hands, feet, arms, and legs. As described by Robins Kaplan, the movements can also affect the muscles of the face and tongue, causing grimacing, drooling, or unusual facial expressions.

Because the child is constantly battling involuntary movement, maintaining a stable, upright position is very difficult. This interferes with everyday functions: speaking, eating, reaching for objects, and walking all require the very postural control that athetosis disrupts. One notable feature – as documented in NIH’s StatPearls – is that these involuntary movements often diminish or disappear completely during sleep, but tend to intensify during periods of emotional stress or heightened effort.

Ataxic cerebral palsy: unsteady and shaky movements

Ataxic CP is the least common of the main types, affecting between 2-10% of people with CP, depending on the source. It results from damage to the cerebellum – the part of the brain at the base of the skull that coordinates balance, posture, and precision in movement. Unlike the other types, ataxic CP is characterized by hypotonia (low muscle tone) combined with poor coordination.

Children with ataxic CP do not typically have involuntary movements when sitting still. Instead, as explained by Robins Kaplan, their intentional movements are clumsy, awkward, or poorly judged – muscles tend to overshoot or undershoot a target. The Cerebral Palsy Research Network describes the hallmark as wobbly, shaky purposeful movements – tremors that occur specifically when the child tries to move, rather than at rest.

Balance is significantly affected. To compensate, children often walk with a wide-based gait – spreading their feet apart to stabilize themselves and reduce the risk of falling. Depth perception is also commonly impaired, which affects the child’s ability to judge distances accurately. Fine motor tasks that require precise hand-eye coordination – such as writing, buttoning a shirt, or catching a falling object – are particularly challenging. UCLA Health notes that this form of impaired motor control causes movement to occur synergistically, meaning motion at one joint cannot always occur independently of another.

Mixed type cerebral palsy: a combination of symptoms

When brain injury occurs in more than one area, a child may exhibit features of multiple CP types simultaneously. This is called mixed cerebral palsy. According to the NINDS, mixed CP occurs when symptoms do not fit neatly into a single type but instead represent a blend.

The most common combination, as documented by both the Cerebral Palsy Research Network and Cerebral Palsy Guidance, is spastic and dyskinetic (athetoid) CP together – where a child has both the stiff, high-tone muscles of spastic CP and the involuntary movements of athetoid CP. Other combinations are possible, including spastic with ataxic features, though the athetoid-ataxic combination is the least common. In some cases, a child may show signs of all three types.

Mixed CP often results in more complex functional challenges and may be associated with additional medical conditions such as epilepsy, speech disorders, and musculoskeletal deformities. Birth Injury Center notes that symptoms in mixed CP vary widely depending on which types are combined and how severely each is expressed – making individualized assessment and treatment planning especially important.

Why understanding CP types matters

Understanding the type of cerebral palsy a child has is not just a clinical exercise – it directly shapes the support, therapy, and educational accommodations the child will need. A child with spastic diplegia may need physical therapy targeting lower limb mobility and walking aids. A child with athetoid CP may need communication support, adapted feeding equipment, and strategies to manage involuntary movements during learning tasks. A child with ataxic CP may need support with fine motor skills, balance training, and additional time for tasks requiring precision.

As the Cerebral Palsy Research Network points out, the term “cerebral palsy” alone offers little information about what daily challenges a person actually faces. A thorough understanding of the specific movement disorder, the muscle tone involved, and the body parts affected is what enables teachers, therapists, and caregivers to make meaningful, targeted decisions that genuinely improve a child’s quality of life and participation in learning.

What do you think? If you work with or support a child with cerebral palsy, how does knowing the specific type of CP shape the way you approach their learning environment or daily activities? And considering how differently each type presents – from the stiffness of spastic CP to the shakiness of ataxic CP – what challenges do you think educators face when trying to provide inclusive, responsive support in the classroom?

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References
  1. https://www.ninds.nih.gov/health-information/disorders/cerebral-palsy
  2. https://cprn.org/types-of-cerebral-palsy/
  3. https://www.flintrehab.com/cerebral-palsy-muscle-tone/
  4. https://cerebralpalsyguidance.com/cerebral-palsy/types/hypertonic/
  5. https://www.cerebralpalsyguide.com/cerebral-palsy/types/
  6. https://www.robinskaplan.com/services/medical-malpractice-attorneys/cerebral-palsy/what-are-the-different-types-of-cerebral-palsy
  7. https://www.ncbi.nlm.nih.gov/books/NBK563160/
  8. https://www.uclahealth.org/medical-services/orthopedics-and-sports-medicine/cerebral-palsy/what-cp/clinical-features
  9. https://cerebralpalsyguidance.com/cerebral-palsy/types/
  10. https://birthinjurycenter.org/cerebral-palsy/types/

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Introduction to Disability

1 Understanding Disability

  1. A Brief Historical Perspective
  2. The Changing Perspectives Towards Disability—From Charity to Human Rights Approach
  3. WHO’s International Classification of Functioning
  4. Who are Children with Disabilities?
  5. Sameness in Differences Accepting Diversity
  6. The Purpose of Focusing on both Differences and Similarities
  7. The Inspiring Life of Srikanth Bolla

2 Types of Disabilities’ Causes and Prevention

  1. Use of Appropriate Language for Persons with Disabilities
  2. Types of Disabilities
  3. Causes and Prevention of Disabilities

3 Rights of Persons with Disabilities Act, 2016

  1. A Brief Overview of the Rights of Persons with Disabilities Act, 2016
  2. Some Definitions and Concepts in RPwD Act, 2016
  3. Rights and Entitlements of Persons with Disabilities as per RPwD Act
  4. Provisions for Education and Empowerment
  5. Provisions for Skill Development and Employment
  6. Special Provisions for Persons with Benchmark Disabilities
  7. Special Provision for Persons with Disabilities with High Support Needs
  8. Certification of Specified Disabilities
  9. Constitution of Central and State Advisory Boards on Disability
  10. Provisions for Special Courts
  11. Offences and Penalties under the Act

4 Early Childhood Care and Education- Policies and Frameworks

  1. Defining Early Childhood Years
  2. Types of Service Provision during Early Childhood Years
  3. Benefits of ECCE Programmes
  4. Sustainable Development Goals (SDGs)
  5. ECCE in India: Some Policies and Legislations
  6. National Education Policy, 2020
  7. NIPUN Bharat, 2021
  8. Vidya Pravesh, 2022
  9. National Curriculum Framework for Foundational Stage (NCF-FS), 2022
  10. NAVCHETNA – National Framework for Early Childhood Stimulation for Children between Birth to Three Years, 2024
  11. ADHARSHILA – National Curriculum for Early Childhood Care and Education for Children from Three to Six Years, 2024
  12. Provisions for Children with Disabilities in ECCE Policies and Frameworks

5 Blindness and Low Vision

  1. Introduction
  2. Structure of the Eye and the Process of Seeing
  3. Meaning and Types of Blindness and Low Vision
  4. Censes and Prevalence of Blindness
  5. Characteristics of Children with Visual Impairment
  6. Common Causes of Visual Impairment
  7. Prevention of Visual Impairment
  8. Prenatal Care and Maternal Health
  9. Early Screening and Eye Examination
  10. Vaccination
  11. Prevent and Treat Retinopathy of Prematurity (RoP)
  12. Nutritional Interventions for Children
  13. Prompt Treatment of Eye Infections and Injuries
  14. Genetic Counseling and Education
  15. Access to Eye Care Services
  16. Prevent and Treat Cerebral Visual Impairment (CVI)
  17. Early Intervention and Rehabilitation
  18. Clinical Assessment of Blindness in Classroom Condition
  19. Testing Visual Acuity
  20. Functional Skills Inventory for the Blind
  21. Functional Vision Assessment

6 Management of Blindness and Low Vision in Classroom

  1. Early Childhood Care and Education
  2. Concept of Expanded Core Curriculum
  3. Preparation and Use of Teaching Learning Material
  4. Assistive Technology for Persons with Visual Impairment
  5. Optical and Non-optical Devices for Children with Low Vision

7 Deafness and Hard of Hearing

  1. Meaning and Definition
  2. Classification and Specific Causes of Hearing Loss
  3. Causes of Hearing Loss
  4. Diagnosing Hearing Loss
  5. Hearing Aids
  6. Prevention of Hearing Loss
  7. Management of Hearing Loss
  8. Early Identification
  9. Early Intervention
  10. Early Childhood Care and Education

8 Speech and Language Disability

  1. Understanding Speech, Language and Communication
  2. Nature of Speech and Language Disability
  3. Speech Disorders: Types and Identification
  4. Language Disorders: Types and Identification
  5. Learning Needs of Children with Speech and Language Disabilities
  6. Strategies to Support Learning of Children with Speech and Language Disabilities

9 Intellectual Disability

  1. Nature of Intellectual Disability
  2. Identification and Characteristics of Persons with Intellectual Disability
  3. Prevalence and Causes
  4. Early Identification and Early Intervention
  5. Some Principles for Working with the Child during Early Childhood Years
  6. Providing Early Stimulation to the Child at Home and in the ECCE Setting

10 Specific Learning Disabilities

  1. Understanding the Definition of SLDs
  2. Types of SLDs and their Characteristics
  3. When can SLDs be Identified?
  4. Causes of SLDs — Possible Factors
  5. Identification and Assessment of SLD
  6. Intervention and Support Strategies

11 Autism Spectrum Disorder

  1. Introduction
  2. Meaning and Features of ASD
  3. Prevalence and Causes
  4. Assessment and Diagnosis
  5. Choosing the Interventions
  6. Classroom Management Strategies for Teachers

12 Mental Illness

  1. Understanding Mental Health and Mental Illness
  2. Symptoms of Mental Illness
  3. Types of Mental Illness
  4. Specific Causes of Mental Illness in Children
  5. Assessment and Diagnosis of Mental Illness
  6. Stigma and Mental Illness in Children
  7. Intervention for Mental Illness
  8. Preventive Measures for Mental Illness in Childhood

13 Locomotor Disabilities

  1. Understanding Locomotor Disabilities
  2. Characteristics/ Behavioural Manifestation of Locomotor Disabilities
  3. Specific Causes and Prevention
  4. Assessment
  5. Interventions

14 Muscular Dystrophy

  1. Introduction
  2. Definition and Nature of Disability
  3. Types of Muscular Dystrophy
  4. Physical Characteristics and Behavioural Manifestation
  5. Causes of Muscular Dystrophy
  6. Assessment and Diagnosis
  7. Prevention of Muscular Dystrophy
  8. Management of Muscular Dystrophy
  9. Educational Implications for Pre-primary and Primary Levels

15 Dwarfism

  1. Introduction
  2. Types of Dwarfism
  3. Causes of Dwarfism
  4. Early identification and Treatment of Dwarfism
  5. Challenges Faced by Individuals with Dwarfism
  6. Management of Dwarfism

16 Individuals Affected By Leprosy

  1. Introduction
  2. Definition and Meaning
  3. Types of Leprosy
  4. Symptoms of Leprosy
  5. Impact of Leprosy
  6. Causes and Prevention
  7. Early Diagnosis, Treatment and Rehabilitation
  8. Coping Mechanisms
  9. Education of Children Affected with Leprosy

17 Acid Attack Victims

  1. Understanding Acid Attack
  2. Causes of Acid Attack
  3. Effects of Acid Attacks
  4. Case Studies of Acid Attacks
  5. Prevention of Acid Attacks
  6. Learning Needs of Students with Acid Attack

18 Cerebral Palsy

  1. Cerebral Palsy Definition and Nature?
  2. Effects of Cerebral Palsy
  3. Types of Cerebral Palsy
  4. Causes of Cerebral Palsy
  5. Screening and Early Detection of Cerebral Palsy
  6. Early Signs of Cerebral Palsy
  7. Early Intervention for a Child with Cerebral Palsy

19 Attention Deficit Hyperactive Disorder

  1. Introduction
  2. Meaning and Features of ADHD
  3. Types of Attention Deficit Hyperactive Disorder
  4. Prevalence of ADHD
  5. Causes of ADHD
  6. Assessment
  7. Interventions

20 Haemophilia

  1. Introduction
  2. Nature of the Disability
  3. Types and Causes of Haemophilia
  4. Severity Levels of Haemophilia
  5. Early Signs and Diagnosis of Haemophilia
  6. Impacts of Haemophilia on the Health and Wellbeing of Individuals
  7. Management of Haemophilia
  8. Managing a Child with Haemophilia at School

21 Sickle Cell Disease

  1. Understanding Sickle Cell Disease
  2. Prevalence in India
  3. Symptoms of Sickle Cell Anaemia
  4. Complications of Sickle Cell Anaemia
  5. Cause of Sickle Cell Disease
  6. Types of Sickle Cell Disease
  7. Impact of Sickle Cell Disease on Wellbeing
  8. Prevention of Sickle Cell Disease
  9. Management of Disease
  10. Accommodation in Schools

22 Thalassemia

  1. Introduction
  2. Nature of Thalassemia
  3. Specific Causes
  4. Prevalence
  5. Symptoms and Characteristics
  6. Impact of Thalassemia
  7. Early Detection and Diagnosis
  8. Treatment and Management
  9. Support Services
  10. Educational Interventions for Students with Thalassemia

23 Parkinson’s Disease

  1. Nature of Parkinson’s Disease
  2. Prevalence of Parkinson’s Disease
  3. Causes of Parkinson’s Disease
  4. Symptoms of Parkinson’s Disease
  5. Identification of Parkinson’s Disease
  6. Impact of Parkinson’s Disease on Wellbeing of Individuals
  7. Management of Parkinson’s Disease

24 Multiple Sclerosis

  1. Understanding the Nature of Multiple Sclerosis
  2. Impact of Multiple Sclerosis on Neurons
  3. Symptoms of Multiple Sclerosis
  4. Causes and Risk Factors for Multiple Sclerosis
  5. Progression of the Disease
  6. Impact on Daily Life
  7. Management and Treatment

25 Multiple Disabilities

  1. Introduction
  2. Multiple Disabilities as per Rights of Persons with Disabilities Act, 2016
  3. Some Facts about Multiple Disabilities
  4. Types of Multiple Disabilities
  5. Causes of Multiple Disabilities
  6. Early Intervention
  7. Individualized Education Plan
  8. Enhancing Functional Skills
  9. Task Analysis
  10. Alternative and Augmentative Communication Systems
  11. Total Communication
  12. Assistive Technological Devices for Children with Multiple Disabilities
  13. Therapy and Rehabilitation
  14. Various Settings for Providing Education to Children with Multiple Disabilities