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Older children were able to achieve functional mobility improvements as well as the younger children. Families and therapists reported increased alertness and ease of care for these children. You may be trying to access this site from a secured browser on the server. Please enable scripts and reload this page. Wolters Kluwer Health may email you for journal alerts and information, but is committed to maintaining your privacy and will not share your personal information without your express consent. For more information, please refer to our Privacy Policy.

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Your Name: optional. Your Email:. Colleague's Email:. Separate multiple e-mails with a ;. Thought you might appreciate this item s I saw at Pediatric Physical Therapy.

Langan School – Elementary and Intermediate

Send a copy to your email. Some error has occurred while processing your request. Please try after some time. Article as PDF 1. Low, S A. Pediatric Physical Therapy17 1 , Spring Lambert, M. Learning Resources Journal, 14 1 February , This article makes a descriptive comparison of these two approaches, which share a belief in movement, activity and independence as essential goals in the education of learners with physical disabilities but which differ on the practical approaches to achievement of these aims.

In the UK over seventy school and centres are already adopting the approach. Conductive Education An approach which combines essentially Vygotskian principles of teaching and learning with understanding of physiological and other factors in disability. Motivational aspects of learning, in particular socialisation within a group, are paramount. There is a belief in the potential of the learner to change and in the prime responsibility of educators and society to facilitate that change. MOVE An activity-based programme to teach basic functional motor skills required for adult life within the home, school and community.

MOVE combines natural body mechanics with an instructional process designed to help learners acquire increasing levels of motoric independence needed for sitting, standing and walking. There is a belief in parental participation in deciding the aims of teaching and in the advantages of adopting a team approach among professionals and carers to planning and instruction.

The Livity School

For children this is most commonly cerebral palsy of all kinds. There is some specialised work for those with spina bifida. Severity of the physical condition is not normally a bar to the approach, but in cases of multiple disability it is generally the motor difficulty which is paramount.

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When additional intellectual difficulties are profound and preclude awareness of surroundings and response to simple speech the approach may be seen as unsuitable. MOVE For a range of learners with problems of movement and mobility, resulting from damage to the central nervous system, from developmental delay and other causes. Learners with severe intellectual dysfunction and complex, multiple disability, including those who appear unresponsive, are felt able to participate and benefit. The only usual bar to inclusion is medical advice not to sit, stand or walk.

The programme was originally written for children and young people but its use has been extended by professionals to adult learners also.

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A Government-sponsored study of emerging work in the United Kingdom published in did not find significant differences in outcome when compared with more traditional approaches. Research in Germany at the same time was positive in support of Conductive Education. MOVE The need for the programme became apparent in California, USA, when several surveys showed non-ambulatory learners to be leaving the public education system as young adults with fewer skills than when they entered at age three.

Most were functioning at below a six-month level of development. Additionally national research studies were suggesting that children who had not gained motor skills by the age of seven were unlikely ever to do so using traditional development programmes. After three years of use of the programme fourteen children took steps for five feet with hands held or using equipment, two could walk independently for twenty feet. Fourteen sat independently for five minutes, twelve could stand up from sitting without lifting help from the facilitator. A doctoral study by Kathleen Atkins at the University of La Verne, California, USA, also concluded that the MOVE Programme was significantly more effective than traditional programmes in teaching children with severe disabilities to sit, stand and walk. Some foreigners, including around 25 from the United Kingdom, have also followed this course and gained the conductor qualification.

A group of learners, children or adults, will normally be taught by several of these conductors working together. In some countries other kinds of professionals — teachers, therapists — have sometimes controversially claimed to have learnt the principal elements of Conductive Education from observation and reading and to be able to use the approach. MOVE The programme can be implemented by all who interact with the learner: teachers, therapists, assistants, parents, carers and responsible siblings.

There are 50 international trainers worldwide, including sixteen in the UK. Conductive Education Most commonly the approach is used with groups of children or adults in segregated environments. Special schools and centres outside Hungary have also sought to incorporate what they perceive as elements of the approach into their traditional style of work.

MOVE The Curriculum is designed to be used in all situations: at school, centre, at home, in the community.

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In the UK and elsewhere it is more usually incorporated in the special school curriculum. The individualised approach towards functional goals allows work by single learners as well as work with others in a group. Conductive Education The daily routine works to a pre-planned and specialised framework including programmes of movement when lying, sitting, standing and walking, also manipulation and for children ordinary school work. Within this structure the teaching approach is flexible in organisation and incorporates constant differences in approach and objectives to meet the individual needs of learners.

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