Author： Tuersley-Dixon Louise Frederickson Norah
Publisher： Routledge Ltd
ISSN： 1469-5839
Source： Educational Psychology in Practice, Vol.26, Iss.4, 2010-12, pp. : 353-373
Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.
Abstract
Conductive education (CE) is widely reported as having a range of benefits. In the last two decades, it has expanded internationally. Educational psychologists may well encounter parents requesting this specialist intervention which is not normally offered within Local Authority special needs provision, for children with cerebral palsy and other motor difficulties. This paper reviews the empirical research to investigate the specific claims that CE improves motor skills, thinking skills and independence and the counter claim that it may cause harm. Implications for practice are discussed.
Related content
By Lu Yung-Hsiang Chen Ku-Hsieh
Research in Higher Education, Vol. 54, Iss. 6, 2013-09 ,pp. :
Access to resources
Recommend
Evidence‐Based Practice for Education?
By Marsh Reg
Educational Psychology, Vol. 25, Iss. 6, 2005-12 ,pp. :
What counts as evidence of inclusive education?
By Florian Lani
European Journal of Special Needs Education, Vol. 29, Iss. 3, 2014-07 ,pp. :
Higher education structure and education outcomes: evidence from the USA
By Koedel Cory
Education Economics, Vol. 22, Iss. 3, 2014-05 ,pp. :