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SANNA UOTINEN (MEd.) E-mail: sanna.uotinen@edu.jyu.fi Department of Special Education University of Jyväskylä, FINLAN

17th EECERA Annual Conference Prague 29th Aug – 1st Sept 2007 MEANINGS OF A PEER GROUP OF A CHILD WITH MOTOR DYSFUNCTION – EXPERIENCES OF CONDUCTIVE EDUCATION. SANNA UOTINEN (MEd.) E-mail: sanna.uotinen@edu.jyu.fi Department of Special Education University of Jyväskylä, FINLAND.

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SANNA UOTINEN (MEd.) E-mail: sanna.uotinen@edu.jyu.fi Department of Special Education University of Jyväskylä, FINLAN

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  1. 17th EECERA Annual ConferencePrague 29th Aug – 1st Sept 2007MEANINGS OF A PEER GROUP OF A CHILD WITH MOTOR DYSFUNCTION – EXPERIENCES OF CONDUCTIVE EDUCATION SANNA UOTINEN (MEd.) E-mail: sanna.uotinen@edu.jyu.fi Department of Special Education University of Jyväskylä, FINLAND

  2. HABILITATION OF A CHILD • Interest of this study: family with a child with motor dysfunction, cerebral palsy • Child receives therapies one to five times / week (Autti-Rämö 2003; Von Wendt et al 2001) • Therapy of a child most commonly organized child-therapist, one-to-one session (Heinämäki 2004; Koivikko & Sipari 2006; Rantala 2002; Viitala 1998) • Child’s motivation is challenge (Autti-Rämö 2004; Kiviranta & Jokinen 2004)

  3. CONDUCTIVE EDUCATION (CE) • Unified system of habilitation that promotes children and adults with motor disorders to function more independently. • Based on the work of Hungarian doctor and educationalist András Pető (1893-1967). • An educational approach to habilitation. Philosophy and way of action to learning and teaching. • The aim is to develop the entire personality. One should became an independent, active person within a social group. • Child is seen as active, working participant in the process  conscious learning. • Parents training.

  4. MAIN PRINCIPLES OF CE • Groups • Task series • Facilitation, rhythmical intention • Conductor • Environment, equipment

  5. http://www.fortschrittwuerzburg.selbsthilfe-wue.de/1145983215.html. (Printed 11.5.2007)

  6. http://www.cenaar.org/photos/photos.htm (Printed 11.5.2007)

  7. CONNECTION TO VYGOTSKY(e.g. Jernqvist 1985) • Teaching in the Zone of proximal development • Development from social to psychological level, first between people then within the child • Guidance of a more advanced person, scaffolding – facilitating • Meaning of the environment • Meaning of speech

  8. CONDUCTIVE EDUCATION IN FINLAND • CE is not part of our official early intervention services • Some schools and day-care centers have applied CE in their practices • CE is also implemented through short-term courses • Parents interest

  9. RESEARCH DATA AND METHOD • 27 families with a child with motor dysfunction. • Families attended a three-to four-week CE course in year 2001 in Finland. • Data were collected by group interview two times and by video during the courses. The follow-up interviews were made for 10 families in 2004-2005 at their home. • The interviews were conducted as theme interviews and data were analyzed by qualitative methods.

  10. CHILDREN’S AGES

  11. AIM OF THE STUDY • How does the current habilitation system respond to parents expectations? • In what way conductive education contributes the child, in parents’ opinion? • Changes in child’s behavior? • CHILDREN’S MUTUAL RELATIONSHIPS IN A GROUP? • How does conductive education support parenthood? • What kind of factors affect the implementation of habilitation in daily life?

  12. MEANINGS OF A PEER GROUP • Group was seen important with itself • Group was seen with diversity of meanings, not just focusing physical development • Children’s mutual relationships: 1. Group as model and source of motivation 2. Group as a place to learn to work to together 3. Group as place for friendships 4. Group versus individuality

  13. 1. GROUP SWEEPS YOU IN • The presence of others important • Just little physical or verbal contact between children • Child as an observer • Motivation • Model

  14. 2. GROUP TEACHES YOU TO WORK TOGETHER

  15. 3. YOU CAN BUILD FRIENDSHIPS IN A GROUP • Some friendships • Importance of seeing other children with similar situation • Normally therapist-child one-to-one session

  16. 4. INDIVIDUALITY versus COLLABORATION • Individuality of the program • Individual goals but shared doing • More collaborative doing was hoped for

  17. CONCLUSION • Presence of a group was valued positively by parents, as in previous studies (e. g. Lind 2000, Sigafoos et al 1993) • Motivation, co-operative skills • Importance of meeting peers • Use of peer groups in habilitation • Child’s point of view!

  18. THANK YOU!sanna.uotinen@edu.jyu.fiDepartment of Special Education University of Jyväskylä, FINLAND

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