a group of cognitive and psychological disorders that are not an integral part of the nature of cerebral palsy as such, but arise as an indirect consequence of early brain damage and concomitant neurological dysfunction. Cerebral palsy is defined as a persistent movement disorder resulting from damage or injury to the brain in the early stages of development and manifested primarily by impaired or lost motor control and muscle coordination. However, this neurological disorder can also extend to higher mental functions related to thinking, perception, and learning. The most pronounced of these secondary disorders are decreased attention and difficulty concentrating for long periods, problems with working or long-term memory, difficulty acquiring and using academic skills (such as reading, writing, and arithmetic), and speech and language problems that limit the ability to communicate effectively. Cognitive disorders may also be observed, including difficulties with visuospatial discrimination, slow processing speed, and impaired cognitive and emotional regulation. Although these disorders are not mandatory for the definition of cerebral palsy, they create additional problems that hinder the overall development of the child and affect his quality of life. Therefore, comprehensive and integrated rehabilitation programs are needed to treat these conditions, going beyond the motor aspect but including cognitive, educational and psychological interventions. Interdisciplinary intervention (physiotherapy, speech therapy, psychological support, remedial education) is necessary to improve the functional capabilities of the child and increase his chances for academic and social integration.