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17th EECERA Annual Conference17th EECERA Annual ConferencePrague 29th Aug – 1st Sept 2007Prague 29th Aug – 1st Sept 2007

MEANINGS OF A PEER GROUP OF MEANINGS OF A PEER GROUP OF A CHILD WITH MOTOR A CHILD WITH MOTOR

DYSFUNCTION – EXPERIENCES OF DYSFUNCTION – EXPERIENCES OF CONDUCTIVE EDUCATIONCONDUCTIVE EDUCATION

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

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HABILITATION OF A CHILDHABILITATION OF A CHILD

Interest of this study: family with a child Interest of this study: family with a child with motor dysfunction, cerebral palsywith motor dysfunction, cerebral palsy

Child receives therapies one to five times / Child receives therapies one to five times / week week (Autti-Rämö 2003; Von Wendt et al 2001)(Autti-Rämö 2003; Von Wendt et al 2001)

Therapy of a child most commonly Therapy of a child most commonly organized child-therapist, one-to-one organized child-therapist, one-to-one session session (Heinämäki 2004; Koivikko & Sipari 2006; Rantala (Heinämäki 2004; Koivikko & Sipari 2006; Rantala 2002; Viitala 1998) 2002; Viitala 1998)

Child’s motivation is challenge Child’s motivation is challenge (Autti-Rämö 2004; (Autti-Rämö 2004; Kiviranta & Jokinen 2004)Kiviranta & Jokinen 2004)

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CONDUCTIVE EDUCATION (CE)CONDUCTIVE EDUCATION (CE)

Unified system of habilitation that promotes children and Unified system of habilitation that promotes children and adults with motor disorders to function more adults with motor disorders to function more independently.independently.

Based on the work of Hungarian doctor and Based on the work of Hungarian doctor and educationalist András Pető (1893-1967).educationalist András Pető (1893-1967).

An educational approach to habilitation. Philosophy and An educational approach to habilitation. Philosophy and way of action to learning and teaching.way of action to learning and teaching.

The aim is to develop the entire personality. One should The aim is to develop the entire personality. One should became an independent, active person within a social became an independent, active person within a social group.group.

Child is seen as active, working participant in the process Child is seen as active, working participant in the process conscious learning. conscious learning.

Parents training.Parents training.

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MAIN PRINCIPLES OF CEMAIN PRINCIPLES OF CE

GroupsGroups

Task seriesTask series

Facilitation, rhythmical intentionFacilitation, rhythmical intention

ConductorConductor

Environment, equipmentEnvironment, equipment

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

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

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CONNECTION TO VYGOTSKYCONNECTION TO VYGOTSKY (e.g. Jernqvist 1985)(e.g. Jernqvist 1985)

o Teaching in the Zone of proximal Teaching in the Zone of proximal developmentdevelopment

o Development from social to psychological Development from social to psychological level, first between people then within the level, first between people then within the childchild

o Guidance of a more advanced person, Guidance of a more advanced person, scaffolding – facilitatingscaffolding – facilitating

o Meaning of the environmentMeaning of the environmento Meaning of speechMeaning of speech

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CONDUCTIVE EDUCATION IN CONDUCTIVE EDUCATION IN FINLANDFINLAND

CE is not part of our official early CE is not part of our official early intervention servicesintervention services

Some schools and day-care centers have Some schools and day-care centers have applied CE in their practicesapplied CE in their practices

CE is also implemented through short-CE is also implemented through short-term coursesterm courses

Parents interestParents interest

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RESEARCH DATA RESEARCH DATA AND METHODAND METHOD

27 families with a child with motor dysfunction.27 families with a child with motor dysfunction. Families attended a three-to four-week CE Families attended a three-to four-week CE

course in year 2001 in Finland.course in year 2001 in Finland. Data were collected by group interview two Data were collected by group interview two

times and by video during the courses. The times and by video during the courses. The follow-up interviews were made for 10 families follow-up interviews were made for 10 families in 2004-2005 at their home.in 2004-2005 at their home.

The interviews were conducted as theme The interviews were conducted as theme interviews and data were analyzed by interviews and data were analyzed by qualitative methods.qualitative methods.

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CHILDREN’S AGESCHILDREN’S AGES

CHILD’S YEAR OF BIRTH

NUMBER OF CHILDREN (N=27)

Year 2000 1

Years 1998-1997 5

Years 1996-1995 11

Years 1994-1992 3

Years 1989-1988 3

The exact birth year is unknown

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AIM OF THE STUDYAIM OF THE STUDY

1.1. How does the current habilitation system How does the current habilitation system respond to parents expectations?respond to parents expectations?

2.2. In what way conductive education contributes In what way conductive education contributes the child, in parents’ opinion?the child, in parents’ opinion?

Changes in child’s behavior?Changes in child’s behavior? CHILDREN’S MUTUAL RELATIONSHIPS CHILDREN’S MUTUAL RELATIONSHIPS

IN A GROUP?IN A GROUP?3.3. How does conductive education support How does conductive education support

parenthood?parenthood?4.4. What kind of factors affect the implementation What kind of factors affect the implementation

of habilitation in daily life?of habilitation in daily life?

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MEANINGS OF A PEER GROUPMEANINGS OF A PEER GROUP

Group was seen important with itselfGroup was seen important with itself Group was seen with diversity of Group was seen with diversity of

meanings, not just focusing physical meanings, not just focusing physical developmentdevelopment

Children’s mutual relationships:Children’s mutual relationships:1. Group as model and source of motivation1. Group as model and source of motivation2. Group as a place to learn to work to together2. Group as a place to learn to work to together3. Group as place for friendships3. Group as place for friendships4. Group versus individuality4. Group versus individuality

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1. GROUP SWEEPS YOU IN1. GROUP SWEEPS YOU IN

o The presence of others importantThe presence of others important

o Just little physical or verbal contact between Just little physical or verbal contact between children children

o Child as an observerChild as an observer

o MotivationMotivation

o ModelModel

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2. GROUP TEACHES YOU TO 2. GROUP TEACHES YOU TO WORK TOGETHERWORK TOGETHER

HELPING THE OTHER

CONCENTRATING

COURAGE TO ACT

IN A GROUP

WAITING YOUR TURN

LEARNING TO WORK

TOGETHER

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3. YOU CAN BUILD 3. YOU CAN BUILD FRIENDSHIPS IN A GROUPFRIENDSHIPS IN A GROUP

o Some friendshipsSome friendships

o Importance of seeing other children with Importance of seeing other children with similar situationsimilar situation

o Normally therapist-child one-to-one Normally therapist-child one-to-one sessionsession

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4. INDIVIDUALITY versus 4. INDIVIDUALITY versus COLLABORATIONCOLLABORATION

o Individuality of the programIndividuality of the program

o Individual goals but shared doingIndividual goals but shared doing

o More collaborative doing was hoped forMore collaborative doing was hoped for

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CONCLUSIONCONCLUSION

Presence of a group was valued positively by Presence of a group was valued positively by parents, as in previous studies parents, as in previous studies (e. g. Lind 2000, Sigafoos et (e. g. Lind 2000, Sigafoos et al 1993) al 1993)

Motivation, co-operative skillsMotivation, co-operative skills

Importance of meeting peersImportance of meeting peers

Use of peer groups in habilitationUse of peer groups in habilitation

Child’s point of view!Child’s point of view!

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THANK YOU!THANK YOU!

sanna.uotinen@edu.jyu.fisanna.uotinen@edu.jyu.fi Department of Special Education Department of Special Education

University of Jyväskylä, FINLANDUniversity of Jyväskylä, FINLAND