• Corpus ID: 53642728

Conductive Education in New York City : Parental Perceptions and Experiences

@inproceedings{Daniels2003ConductiveEI,
  title={Conductive Education in New York City : Parental Perceptions and Experiences},
  author={Jane Zimmer Daniels},
  year={2003}
}
This research project sought to answer the following questions about Conductive Education (CE). Does CE positively impact the lives of children with motor disorders and their family members? Does the program give children a sense of independence as well as the confidence to believe they have control over their movements, lives and future? If so, which characteristics of CE create these positive outcomes for children, and by extension, their family members? If positive outcomes are not realized… 

References

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Parents' views of the efficacy of conductive education in Sweden
Parents of children who have participated in a conductive education programme in Sweden were asked questions about their reasons for choosing the programme, the expectations they had of it and how
Conductive Education - A Critical Appraisal
TLDR
An appraisal of the (few) available studies evaluating CE failed to produce empirical support for such claims, and it would seem much more logical (and more economical) to invest money and resources into improving existing intervention methods.
How Effective Are Programs Based on Conductive Education? A Report of Two Studies.
TLDR
Results showed that in both groups, the amount of progress made by individual children varied widely, with some children showing almost no change and others showing improvement in selected skills; particularly potty training and the plinth exercises in the preschool group and standing from the floor or a chair in the school-aged group.
Efficacy of programmes based on Conductive Education for young children with cerebral palsy
TLDR
The results indicate that children involved in CE‐based programmes made similar progress to those involved in traditional programmes, and the expected maturational effect was detected.
Implementing Conductive Education in Australia: a question of programme transplantation
Abstract This paper is concerned with issues arising from the transfer of educational programmes developed in one educational context to another, in some cases markedly different, educational
Conductive Education and the Mediated Learning Experience Theory of Feuerstein.
ABSTRACT This paper seeks to examine the parallels between many aspects of conductive education and the conceptual framework of Feuerstein's theory of mediated learning. Conductive education is not a
Conductive education for physically handicapped children: parental expectations and experience.
TLDR
Eight Northern Ireland families who recently had treatment for their disabled child at the Peto Institute in Budapest were identified and six families returned postal questionnaires designed to look at parental experience of conductive education.
The basic principles and present practice of conductive education
ABSTRACT Conductive education (CE) is an effective educational system to rehabilitate motor disabled people whose disability (dysfunction) was caused by the damage to the central nervous system,
The effectiveness of conductive education principles with profoundly retarded multiply handicapped children.
TLDR
It was concluded that the teaching programmes based on Conductive Education principles were no more effective with profoundly retarded multiply handicapped children than more traditional, individual classroom teaching.
Conductive education perspectives
Conductive education is an intensive program with good results for children with cerebral palsy and spina bifida. It is educationally based, and classes are teamed by conductor educators who have
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