文档介绍：Chapter 19
Effects of Conductive Education in a Home for Children with Developmental Disabilities*
Adri Vermeer1, Lex Wijnroks1, Nthoana Mbethe2,**, Zsoka Magyarszeky2
1 Department of Pedagogical and Educational Sciences, Utrecht University, Utrecht, herlands
2 Sizanani Children’s Home (until 2007: St. Mary’s Home), Sizanani Village, Bronkhorstspruit, South Africa
* An earlier version of this chapter has been published in Recent Advances in Conductive
Education (2006), 4, 9-20.
** This research has been conducted over a period of two years by Marischa Fox, Carly van Velzen,
Diana van den Broek, Karin Peters, Nyomi Cairo, Emilie Hoogendoorn and Lisa de Bruin.
Abstract
The results of a two-year pilot intervention study into the effects of Conductive Education (CE) on children with developmental disabilities are presented. All participants in the study live at Sizanani Children’s Home, a home for children with physical and intellectual disabilities in South Africa. The design of the study was a pre-test-post-test quasi-experimental design with four follow-up measurements. The experimental group of 10 children was individually matched with another group of 10 children, which formed the control group. The experimental group received a daily training in CE and the control group followed the daily routine of the Home. Differences between the two groups were expected regarding functional abilities (PEDI), quantity (GMFM) and quality of motor skills (GMPM) of the children, the childcare workers’ interaction style (Intervention Observation Instrument) and their attitude towards the new programme (MPOC-SP). No significant results could be established over time. Nevertheless, the experimental group showed more progress than the control group on 22 of the 24 measured variables. Explanations are given for these results. Already at the start of the CE programme, the childcare workers showed a positive attitude towards the new programme and continued to do so during