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The effectiveness of conductive education principles with profoundly retarded multiply handicapped children
Author(s) -
Cottam Philippa,
McCartney Elspeth,
Cullen Chris
Publication year - 1985
Publication title -
international journal of language and communication disorders
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.101
H-Index - 67
eISSN - 1460-6984
pISSN - 1368-2822
DOI - 10.3109/13682828509012248
Subject(s) - psychology , mathematics education , teaching method , test (biology) , pedagogy , developmental psychology , paleontology , biology
The effectiveness of two teaching programmes based on Conductive Education principles was examined. It was hypothesised that if the teaching programmes based on Conductive Education were more effective with this group of children than traditional teaching approaches then the experimental group should show higher post‐test scores than the control group. 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.