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Exploring the comparative responsiveness of a core set of outcome measures in a school-based conductive education programme
- Authors:
- WRIGHT F.V., BOSCHEN K., JUTIA J.
- Journal article citation:
- Child: Care, Health and Development, 31(3), May 2005, pp.291-302.
- Publisher:
- Wiley
Conductive education (CE) is a holistic educational system that uses an active cognitive approach to teach individuals with motor disorders to become more functional participants in daily activities. While CE's popularity continues to grow in North America and Europe, its effectiveness has not been established. This study aims to determine which outcome measures from a core set were most responsive to physical, functional and psychosocial changes associated with a school-based CE programme. This was a one-group before and after data collection design using an 8-month follow-up period. We enrolled a referral sample of nine children with cerebral palsy in Kindergarten or Grade 1 (Gross Motor Function Classification System levels 3, 4 or 5). The study took place within a school-based CE programme at a Canadian children's rehabilitation centre. Children participated in a CE full-day class for an entire school year. Physical, functional, psychosocial and participation measures included: Gross Motor Function Measure (GMFM), Quality of Upper Extremity Skills Test (QUEST), Peabody Developmental Motor Scales, Paediatric Evaluation of Disability Inventory (PEDI), Pictorial Scale of Perceived Competence and Social Acceptance for Young Children, Individualized Educational Plan, and Goal Attainment Scaling (GAS). Four children from the study's second year were also evaluated on the Impact on Family Scale (IFS), GAS and School Function Assessment. The Gross Motor Function Measure, QUEST, PEDI (Caregiver Assistance) and IFS were most responsive to change. GAS was useful in documenting and quantifying goals. Problems were encountered in evaluating self-esteem and school participation. Several strong measures of outcome were identified. Concludes that further work is needed to find valid and sensitive psychosocial and school participation measures for these young children.
New rights for disabled children in education
- Author:
- LAMB Brian
- Journal article citation:
- Childright, 167, June 2000, pp.5-7.
- Publisher:
- Children's Legal Centre
In December 1997, the Disability Rights Task Force (DRTF) was set up to look at a full range of issues that affect disabled people's lives and to advise the government. This article considers the key issues in this area, with close reference to the DRFT report, and reviews new legislation to further the rights of disabled children in education, and specifically the SEN and Disability in Education Bill, which is to be introduced in the current parliamentary session.
The waiting game
- Author:
- MILWAY Lorna
- Journal article citation:
- Scope, November 1998, pp.16-17.
- Publisher:
- Northern Ireland Council for Voluntary Action
The Department of Education has issued a new Code of Practice on the treatment of children with special education needs. Some fear the code will not improve conditions in all areas, especially with regard to the time limits on responses to parents' requests. The author, from Sense, gives her own views.
Statementing for special educational needs and children's rights
- Authors:
- CHAPMAN Andrea, HITCHMAN Malcolm
- Journal article citation:
- Applied Community Studies, 3(1), 1996, pp.60-61.
- Publisher:
- Whiting and Birch
This article discusses how current practice often departs from official policy due to financial constraints. Suggests that a great deal of current educational policy and practice sees little formal representation from the child. The present position of Special Education has been greatly influenced by legislation, namely the Education Act 1991 which emanated from particularly the Warnock Report (1978). This had the effect of putting the child at the forefront of attention, placing the emphasis on the satisfaction of children's individuals needs.
Young adults with special needs: assessment, law and practice; caught in the Acts
- Author:
- FRIEL John
- Publisher:
- Jessica Kingsley
- Publication year:
- 1995
- Pagination:
- 136p.,list of orgs.
- Place of publication:
- London
Handbook aimed at parents, carers and educators of young people with special needs. Covers the assessment of and procedure for education for young adults.
Making sense together: practical approaches to supporting children who have multisensory impairments
- Author:
- WYMAN Rosalind
- Publisher:
- Souvenir Press
- Publication year:
- 2000
- Pagination:
- 278p.,illus.,list of orgs.
- Place of publication:
- London
Draws on the authors own experiences of working closely with parents to develop the abilities of children who have multisensory impairments. Working with children ranging from a few months to the teenage years, the author describes a holistic approach that will develop communication, self help skills and confidence in their ability to explore their world in a positive way.
Community care law update
- Author:
- COLLINS Simon
- Journal article citation:
- SCOLAG Journal, 233, April 1996, pp.59-62.
- Publisher:
- ScoLAG(Scottish Legal Action Group)
Community care is a new and rapidly expanding area of law. The author, examines some important recent developments by using recent case examples covering the assessment of need; assessment of special educational needs; closure of local authority residential homes; homelessness and community care; and contracting out care services.
Including students with severe and multiple disabilities in typical classrooms: practical strategies for teachers
- Author:
- DOWNING June E
- Publisher:
- Paul H. Brookes
- Publication year:
- 1996
- Pagination:
- 209p.,tables,bibliog.
- Place of publication:
- Baltimore, MD
Guide to including children with multiple disabilities in mainstream education. Combines up to date research from the United States with case studies. Describes how to perform accurate functional assessments, stresses the importance of teaching skills with everyday applications, offers alternatives to visual and auditory communication modes, provides ideas for enhancing socialisation, and explains how to involve all members of the school community. Looks at how learning needs change as children progress from pre-school to primary to secondary education.
Easing the way with special needs
- Authors:
- RANDALL Peter, GIBB Charles
- Journal article citation:
- Practice: Social Work in Action, 6(3), 1992, pp.206-210.
- Publisher:
- Taylor and Francis
This paper describes the failure of social workers and teachers to communicate effectively in meeting the needs of disabled young people in the transition from school to community, and the use of a complete special needs assessment and planning package, the GIRA Disability Assessment as a means whereby an effective transition between school and social services provision can be effected.