AUSTRALIAN EDUCATIONAL RESEARCH IN CONDUCTIVE EDUCATION: MAKING THE DIFFERENCE A paper to be presented at the 1993 AARE Conference INTRODUCTION Recent changes in different state legislation around Australia have resulted in radical departmental restructuring and regionalization of educational services. These changes have affected many children receiving our educational provisions but none more so than those children with special needs. In most states, the provision of services for most of these children is now is completed in an integrated setting (Ashman & Elkins, 1990). This new approach which has been based upon the philosophies of mainstreaming and integration places the child with special needs in an alternative educational environment , the regular classroom. The new systems that evolve from these changes demand a dramatic modification of both the purposes and modes of our service deliveries and as Diagram 1 (Overhead 1) illustrates, a significant change in the prospective outcomes with the student becoming a more active participant in his own learning process. (Insert Diagram 1 here) Unfortunately for those children with physical or motor disabilities, this new approach provides a contrasting and different picture from previous service provisions (Dowrick, 1992). For example once placed in a segregated setting where both the service purposes and modes were medically rather than educational emphasized, the prospective outcomes of a child with special needs often resulted in a passive learner dependent on others with poor social/ interactive skills and unfavourable employment prospects. Whilst the provision of services for children with motor disorders in Queensland is still carried out in segregated settings (Sigafoos, Elkins, Hayes, Gunn, Couzens and Roberts, 1991), it is important that these educational opportunities are provided for all children regardless of their disabilities. In order to assist the child with motor disorders to change from a passive to an active learner, from a unsociable to a sociable character, and from a dysfunctional to a functional person, it would beneficial if one educational approach be found which assist the child in all of these aspects of his/her development. Recently there has been considerable interest in the Hungarian method of Conductive Education not only in Queensland but in many Australian states. Historically speaking, Conductive Education (now to be identified as C.E.) is not new for it was devised by Andras Peto in 1945. Yet there has been a certain amount of mysticism surround the method in recent years (Catanese, 1990; Dowrick, 1992). DETERMINING THE VALIDITY OF C.E. Determining the validity and reliability of C.E. in its purist form has presented the researcher with many problems. One of the many problems is the lack of definition as to what exactly Conductive Education means (Cottam & Sutton, 1986; Currie & Hanlon, 1988; Dowrick, 1992). These writers found a dearth of literature which explains the philosophical basis of the system. Sutton (1991) conjectures that the system has no explicit theoretical base and is therefore not scientifically valid. Yet Horvath (1991) states that the system is so complex that Westerners fail to understand it philosophical constructs. This same writer uses an interesting analogy by comparing C.E. to a computer. She states C.E. is a system whose hardware on the surface is easy to grasp and be copied - furniture, counting, task series, auxiliary aids. Its software is the educational systems and its educational program which is more difficult to grasp and acquire (p. 10). Despite these limitations, interpretations of the system have been emerging over the years. These have been derived from the arising number of secondary sources that have been written by visitors to the Budapest Institute. Included among this literature are articles and reports from several Australian professionals. These sources have identified specific principles of the method which have relevance for countries outside of Hungary. Cotton(1991) and Keil (1991) report Peto saying that the four important aspects which form the basis of C.E. include the provision of the right learning environment, a well matched group, specific programs which meet the children's need in a well structured timetable and staff who understand the whole condition. These aspects have been described as the four pillars of C.E. . In a recent drafted policy for the Queensland Education Department, C.E. is described as ... a system of education developed in Hungary for persons with motor disorders. It is a holistic approach in which active learning is the key to overcoming the adverse effects of disability and to developing functional independence. The aim of Conductive Education is to develop the skills necessary for the person with motor disorder to lead a full and active life as independent as possible. A primary goal for many children is to gain skills in all areas eg. physical, social, cognitive, emotional and communication to enable them to participate successfully in pre, primary and secondary educational settings and society (p. 1). (Overhead 2) Unfortunately, there have not been any valid scientific studies which have investigated the program as it functions in Budapest. Sutton (1991) in quoting Riddle (1990) states "there is still controversy over the efficacy of Conductive Education, certainly in the form practised at the Peto Institute" (p. 40). If the validity of the method depends upon Budapest efficacy studies, then it is certainly true that "the claims for C.E. have yet to be supported by 'hard' scientific evidence (Cottam & Sutton, 1986, p. 211). While the efficacy of Hungarian C.E. programs has not been determined, it is interesting to note that there has been an gradual increase in the number of studies outside of Hungary, and in particular Australia. Dowrick (in press) acknowledges that there have been certain positive developments in the establishment of adapted or modified C.E. programs in Australia and included among these has been the valuable assistance of trained Conductors who have become Australian residents. There has been another important contribution towards understanding the concepts involved in C.E. and this has come from an growing number of state universities which have researched adapted and modified programs using acceptable research strategies and data collection procedures. These investigations are indeed making differences. While the Hungarian research base is limited, our research base although in its infancy stage is expanding and providing a basis on which we can develop and improve existing programs. Australian investigations are also providing a foundation for further research and evaluations. It is true that the studies so far completed must be identified as 'descriptive'. Table 1 (Overhead 3) summarizes eight studies which have been conducted over the last 10 years in Australia. In this table, the purposes of each study, the sample sizes, the ages of the children as well as the conclusions and recommendations have been identified. It must be acknowledged that the number of studies included is small and the differences between the control and experimental groups in two studies, do not reach a statistical significant level. Several of these studies, however endorsed the application of the method. (Insert Table 1 here) When examining these studies, Dowrick (in press) found that they attempt to determine three important aspects. For example, the studies completed by Bochner, Centre, Chapparo and Donnelly (in press); Coleman and King, 1990; Cooper, 1986; Dowrick, as cited in Cottam and Sutton, 1986 attempted to evaluate the outcomes when applying the method in Australia. The studies completed by Coleman and King, 1990; Cooper, 1986; Sigafoos, Elkins, Hayes, Roberts and Couzens (1991) investigated the role of the parent in early intervention programs based upon C.E. principles and the effect of the program on family dynamics. The third group of studies investigated principles of the method and related these to recent early intervention programs (Shields, 1989; Sigafoos et al, 1991; Topley, 1991). Although time does not permit a full investigation of the findings of each of these three groups, attention does need to be drawn to the third group of studies which involve investigations into the relevance of certain C.E. principles. It is not surprising therefore that when comparing the findings of these three studies there appear to be aspects of C.E. on which the writers concur and aspects on which they differ. Table 2 (Overhead 4) illustrates the congruencies and differences more definitely. (Insert Table 2 here) As table 2 reveals there are aspects upon which the three studies concur eg. the learning process, the task series, the intensely integrated day. Yet, while all three studies agree upon the importance of the learning process in C.E., there are different acknowledgments as to which specific areas are valid eg. Shields indicates the transition from passivity to active learning, a view not displayed by the other researchers. PROBLEMS ARISING FROM THE RESEARCH BASE Unfortunately the evaluation of any early intervention program is fraught with methodological difficulties and this is further enhanced when the children completing the program have motor disabilities (Catanese & Cotter, 1989). However, the completion of evaluative studies of adapted C.E. programs is further exacerbated by the complexity of the system itself. Yet researchers Catanese and Cotter both state that provided researchers state the limitations of their findings, there appears to be a promising basis on which further research can be undertaken. One significant factor in most of the studies is the involvement of intact groups . The eight studies incorporated different research strategies. For example, the study completed by Dowrick (as cited in Cottam & Sutton, 1986) was completed using a post ex-facto design with individual case studies. Individual case studies using quasi-experimental strategies were also completed by Bochner et al (in press) and Cantenese and Cotter (1989). Both the study completed by Cooper (1986) and Sigafoos et al (1991) involved interviews. In most cases more than one source of data collection was involved. One of the many problems arising from recent studies involved different types of motor disabilities. Most of the studies completed have involved cerebral palsy children. Unfortunately, as there different types of cerebral palsy, the compositions of children in special groups/classes in Australia are quite heterogeneous and thus it is difficult to create homogeneous subgroups (as is found in the specifically structured Budapest groups). The heterogeneous nature of the children involved makes it difficult to examine the representativeness of the samples to the disabled population in general. The Australian situation is further complicated by the small sample sizes and these make it difficult to present statistical support of effectiveness. Although Pagano (1986) recommends that the minimum number of subjects in a study be 30, in only the Sigafoos et al (1991) study did n = 33. As Table 1 indicates, all of the studies undertaken in Australia have involved small samples and because of the previously mentioned factors, once again, the representativeness of the samples in the separate studies may be questioned. Although the use of control groups is not always ethically possible, it is interesting to note that the studies by Coleman and King (1990) a control group was incorporated into the study. However, while this particular group of children did not receive C.E. they were receiving an alternative method of treatment. Similarly, while the Sigafoos et al (1991) study does not address the question of efficacy, a comparison between two approaches was possible with all children receiving some form of treatment. Yet as French and Nommensen (1992) state in Australian studies where control groups have been applied, there appears to be a lack of matching abilities within the control and experimental groups. Because of the small populations involved, random selection or assignment to the different experimental groups is not always possible. Another limitation found in two of the studies was the lack of reliable and valid assessment tools (Bochner et al in press; Catanese & Cotter, 1989). Catanese and Cotter question the validity and reliability of standardized tests for this particular group of children. Researchers evaluating programs with this population, according to Fewell (1986) are often forced to develop their own measures and instruments of assessment. Once developed these tend to be "unpublished and are used in a small number of studies" (p. 288). The validity and reliability of these assessment tools is not always known. In 1992 French and Nommensen investigated six studies of modified C.E. programs examining evaluation methods, program characteristics and program outcomes concluding that there are two aspects which preclude a definite answer to the question of efficacy of adapted or modified C.E. programs in Australia. One aspect involved the methodological flaws in evaluation and these have already been identified. The second aspect which French and Nommensen (1992) stated precluded a definite answer to the question of efficacy was the inconsistency of programme characteristics. This has already been identified in Table 2, when a comparison of the aspects considered by Shields (1989), Sigafoos et al (1991) and Topley (1991) revealed both consistent and incongruous findings. Perhaps the explanation for this lies in the ad hoc way in which C.E. principles have been applied in Australia (Dowrick, 1992: in press). Whilst French and Nommensen recommend the need to develop minimum standards of practice based on C.E., the writer as part of her Master of Education studies at the University of Southern Queensland sought to address this issue in her Thesis. (Time permitting, this research and the results shall be discussed. Included in this discussion will be the following aspects). RESEARCH WHICH ADDRESSING THE IDENTIFICATION OF PROGRAM CHARACTERISTICS OF ADAPTED C.E. PROGRAMS The title for this Thesis A Study of the Implementation of Conductive Education Principles in Queensland seeks to identify three important aspects of applying specific aspects of C.E. The Purposes of the Study: (1) To identify which of the specific aspects described by Shields (1989), Sigafoos et al (1991) and Topley (1991) are considered by Queensland practicians as relevant for Australian children with physical disabilities. (2) To identify the extent to which those aspects perceived as relevant are being applied. (3) To identify the problems encountered in the implementation of those principles perceived by the practicians as relevant to the Australian scenario. (Overhead 5) The Importance of the Study Recently in Queensland there have been many positive developments in the establishment of adapted Conductive Education programs. Included among these is the recent employment of a trained Hungarian Conductor by the Education Department whose role is to oversee the development and in- service provisions for schools and centres where C.E. principles are being applied. Another positive initiative has been the establishment of a Working Party which aims to address five specific areas concerned with application of the method's adaptation in Queensland. Included among these areas are (a) the identification of a model(s) for programs based on C.E. principles. (b) the determination of guide-lines for the operation of the model (s), (c) the identification and analysis of the professional needs of staff involved with the C.E. programs, (d) the identification of available support strategies and opportunities for professional development and (e) the development of training and support strategies that might strengthen the transdisciplinary team process. It is therefore anticipated that the information gained from this study will also assist the establishment of C.E. programs in Queensland. The identification of specific relevant principles will provide a foundation on which a Queensland model(s) can be developed. The extent in which these principles are being applied as well as the identification of arising problems shall also assist in the development of future training and support strategies. The findings of this study may provide an important foundation for the development of existing services and research, not only in Queensland but also within Australia. The Limitations of the Study 1. In order to determine the relevance of the principles of C.E. it is essential that only people who are conversant with the principles and the terminology are involved in the study. Unfortunately this number is comparatively small. It is expected that the sample size of practicians in Queensland will not exceed 60. With an anticipated 80% response rate, the expected responses quota will be approximately 48. Therefore the whole population will be distributed a questionnaire. It may therefore be argued that as the ideas expressed are derived from the whole population, these are representative of opinions at the particular time of the survey. 2. As it is an opinions survey, peoples views do change and so the survey will document the beliefs of a specific group of people at the time of this study. Opinion studies, like attitude studies can provide a measure which may or may not give an accurate assessment as to the extent of the application of the given concepts. For example a participant may regard a concept of extremely important and relevant for Australian children, however, the participant may not be using that concept at all in the completed program. As two of the purposes of this study are to identify the extent to which these skills are being applied and to identify the problems which arise in their application, the participants will be given the opportunity to identify the extent of application of each principle as well as identify the problems that may arise when implementing these principles. 3. A questionnaire has been based upon the findings of three Queensland studies. Therefore the issues that the questionnaire addresses are based upon these aspects only. Other aspects which may be considered to be relevant may not be addressed although participants will be asked an open ended question as the end of the questionnaire which will seek to identify those aspects. 4. There is a limited amount of published Hungarian literature which fully explains the philosophy, principles and efficacy of the method. The sources of the increasing literature originating from outside of Hungary may be regarded as secondary. 5. The validity of the questionnaire is not known, nor is its reliability. It is the researcher's understanding that the questionnaire has face validity which Borg and Gall (1988) define as "the evaluator's appraisal of what the content of the test measures" (p. 276). These two writers in defining content validity state that unlike some types of validity, the degree of content validity is not expressed in numerical terms as a correlation coefficient but appraised by an objective comparison of the test items with curriculum content. Despite there being no published literature which states the curriculum content of C.E., the results of the findings of the three studies to be used compare favourably with the literature review about the Budapest approach. Description of the Instrument The questionnaire was based upon the findings of the three Queensland studies as was represented in Table 2. Each aspect was addressed using a Likert scale for both identifying the relevance of the principle and the extent of its application. An open ended question was placed under each scale which asked participants to identify when appropriate problems the affected the implementation of that principle. Participants were not expected to do this for each principles but only when particular problems affected the implementation of that aspect. (Overhead 6) The Procedure It was initially planned that the questionnaire would be distributed to two groups of people. One was the population of participants in Queensland and the second group comprised of a panel of 10 Australian "experts" . All of the members of this panel had played prominent roles in the establishment of C.E. services in Australia. Most of the panel had been involved with implementing C.E. principles for more than seven years and many had visited the Budapest Institute. The composition of this panel included Occupational Therapists, Physiotherapists, Teachers, a Parent and one Conductor. The parent indicated that she wished the writer to identify in the analysis of the responses that she was not a professional person, yet felt that the questionnaire had direct relevance to teams working with C.E. principles. The original purpose of using the two groups was to compare their responses to the questionnaire however, because of a time delay in gaining approval from the Queensland Education Department to complete this research, it was decided to send the questionnaire to members of the panel to gain an initial indication of the types of responses that would arise. Subsequently, it was found that there were several concerns which needed to be addressed before the questionnaire was distributed to the Queensland participants. Included among these was the length of the questionnaire and the time it took to complete this, as well as certain terminology in some of the questions was queried. Further examination of the instrument found that there was the possibility of bias in many of the questions and so, based upon these findings the instrument was refined. Upon refinement, the questionnaire was completed in a booklet form Upon gaining approval to complete this research by the Education Department, 70 questionnaires were distributed to Queensland practicians in August, this year. The questionnaire was distributed to people who have been involved with C.E. over the past five years and included among this number were persons who are not presently engaged in C.E. programs . Following a response rate of 55%, a follow-up will be completed in September this year. CONCLUSION Borg and Gall (1988) have stated the usual defense of Educational Research is that it develops new knowledge which is then applied to the improvement of educational practice (p. 5). This paper has attempted to show that despite a limited research base, Australian studies in the adaptation of C.E. programs are making an important contribution towards the knowledge base of this approach, which has up to now, been extremely limited. Whilst this contribution and research into the Australian approach is in its infancy, small but significant steps have been established. Included among these is the need to address two specific issues, the identification of program characteristics and the modes of research methodology. With the valuable assistance from trained Hungarian conductors who are now Australian residents, it is anticipated that further research shall seek to answer such questions and other problematic aspects about this educational system whose origins are more than 20,000 kilometres from Australia. While it may be argued that this distance enhances both the social, cultural and economic differences between Hungary and Australia, recent investigations have provided positive recommendations for program consideration and further research. With continued educational research into adapted Australian programs, the quality of service provisions for children with physical disorders shall improve and the educational opportunities which have been established will be for all children. Each small step taken, is a positive move towards making this ideal an indisputable reality. Bibliography Ashman, A. & Elkins, J. (1990) Education Children with Special Needs. Sydney, Prentice Hall. Bairstow, P., Cochrane, R. & Rusk, I. (1991) Selection of children with cerebral palsy for conductive education and the characteristics judged suitable and unsuitable. Developmental Medicine and Child Neurology. 13(3), 110-114. Bochner, S., Centre, Y., Chapparo, C. & Donnelly, M. (in press) New Horizons: Evaluation of a Pilot Program using Conductive Education principles for students with physical disabilities at Truscott Street School, 1990, Part 1. Published by Macquarie University and the University of Sydney. Borg, W. & Gall, D. (1988) Educational Research: An Introduction. 4th edition. New York, Longman. Catanese, A. (1990) Report of 1989 Churchill Fellowship Study Tour. Unpublished. Catenese, A. & Cotter, C. (1989) The Knox Early Intervention Project. Melbourne, Spastic Society. Coleman, G & King, J. (1990) A Pilot Evaluation of Conductive Education in Victoria. Bundoora, Victoria, La Trobe University. Cooper, D. (1986) A special kind of magic: Changes in family dynamics arising from parent participation in a conductive education program for children with c.p.. Community Health Studies. 10(3), 294-306. Cottam, P. & Sutton, A. (1986) Conductive Education: A system for overcoming motor disorder. London, Croom Helm. Cotton, E. (1991) Conductive education for adults: Sitting around the edges. Conductive Forum. 2(1), 8-13. Currie, G. & Hanlon, M. (1988) Conductive Education: A Scottish Perspective. Scotland, St. Andrew's College of Education. Dowrick, M. (1992) Conductive Education: An investigation into its relevance, significance and validity for Australian children with moderate to severe impairments. Unpublished report. Dowrick, M. (in press) Conductive education: An Australian investigation. Paper submitted for publication in The Australasian Journal of Special Education. Draft Guide-lines for the Establishment of Educational Service Models Based on Conductive Education Principles (1993), Department of Education, Brisbane. Fewell, R. (1986) The measurement of family functioning. In L. Bickman and D. Weatherford (Eds.) Evaluating Early Intervention Programs for Severely Handicapped Children and their Families. Texas, Pro-ed Austin. French, L. & Nommensen, A (1992) Conductive education evaluated: Future directions. The Australian Occupational Therapy Journal 39(4),17-24. Hedges, K. (1988) The bobath and conductive education approaches to cerebral palsy treatment-management and educational models. New Zealand Journal of Physiotherapy. 16(1), 6-12. Horvath, J. (1991) International aspects. An address given at The First World Conference of the International Peto Association. November 29- December 1, 9-11. Keil, H. (1991) The peto system in Austria. The First World Conference of the International Peto Association. November 29-December 1, 31-32. Pagano, R. (1986) Understanding Statistics in the Behavioural Sciences. New York: West. Shields, R. (1989) A practical application of aspects of conductive education. Australian Journal of Physiotherapy. 35(3), 159-165. Sigafoos, Elkins, Hayes, Gunn, Couzens, & Roberts (1991) A Review of Programs for Young Children with Severe Disabilities. Schonell Education Research Centre, University of Queensland. Sutton, A. (1991) Conductive education in the United Kingdom. An address given at The First World Conference of the International Peto Association. November 29-December 1, 39-41. Topley, J. (1991) Conductive education, young children, motor disorder and good practice. Australian Journal of Early Childhood. 16(4), 28-32. Weirsma. W. (1986) Research Methods in Education : An Introduction. 4th edition. Boston: Allyn and Bacon Inc. TABLE ONE A SUMMARY OF AUSTRALIAN STUDIES STUDY BY OBJECTIVES SAMPLE SIZE FINDINGS AND RECOMMENDATIONS Dowrick * To identify the 8 Moderate - * All children made significant (Cited in specific areas severely impaired gains in all aspects of theirCottam & of improvement preschool aged physical, functional andSutton, * To compare the Ages 4-6 yrs; social development with1986) progress of the 4 lived at residential children making residential and residential additional gains non-residential complex Cooper * To examine the 5 Mildly-severely * Family dynamics were enhanced by (1986) changes in impaired children the program as parents family dynamics Ages 2-6 yrs developed in their self- when children confidence, self-control, complete an understanding and acceptance early inter- of their child's disability. vention program Parents believed C.E. fostered based on C.E. family cohesion. principles Shields * To explore the 12 Moderate- * There was an increase in the (1989) application of severely impaired degree of independence in all selected C.E. children activities of daily living skills principles in Ages 3-6 yrs with team members stating that particular the the approach enhanced task series communication and had a positive effect on service delivery Catenese & * To evaluate an 7 Preschool * Children were found to be more Cotter alternative children with active and consequently stress(1989) early inter- mild to profound levels were reduced for parents vention program impairments; based upon C.E. Ages? Coleman & * To compare the Ages 1yr9mth- * Slighter gains made by theKing outcomes of 5yr9mth experimental group. Despite (1990) children Impairments? small sample size and consistent participating Control Group lack of statistical significance, in a pre- N = 9 results endorsed the method school C.E. Experimental Group and an N = 11 alternative program Topley * To review Ages 1 yr8mth - * Eleven aspects identified(1991) current preschool including parents as partners practices N = 11 active learning, parent-child in early interaction. Seven aspects of intervention C.E. applied. * To identify * The method is an option which which aspects must be considered of C.E. are congruent with these Sigafoos * To examine two Ages 3-9 yrs * Programs based upon C.E. et al programs for N = 33 principles appear to be(1991) mod-severely Multiply disabled consistent with current best impaired chn Most severely practices in several aspects (one using impaired C.E.) and determine the extent of parent support Bochner * To examine the Ages 6-12 yrs * Whereas most of the childrenet al level of skills All severely made gains in the 7 areas of(in press) mastered in a impaired assessment, the greatest gain C.E. program was found in the children'sPart B * To determine ability to stand the follow- * Recommendations for future through at service planning stated home TABLE 2 A COMPARISON OF ASPECTS CONSIDERED RELEVANT COMMON ASPECTS SHIELDS SIGAFOOS TOPLEY Specific Aspects (1989) (1991) (1991) 1. THE TEAM * * 1A. Team unity towards the attainment of goals * 1B. Each team member has equal in put * * 1C. Team supportive of each other * 1D. Provision of positive learning environment through positive expectations and attitudes * 1E. The involvement of parents as part of the team * * 2. THE LEARNING PROCESS * * * 2A. Teaching Strategies * * 2B. Use of inner drive/motivation * 2C. Repetition and reinforcement * * 2D. Modelling * * 2E. Use of alternative communication aids * 2F. Reversal of passivity * 2G. Active Learning * 2H. Ability to learn through movement * 2I. Incidental learning (may be achieved through some/ all of the above) * 2J. Facilitation * 3. THE APPLICATION OF MOVEMENT - THE TASK SERIES * * * 3A. The specific purposes and objectives of each task * * and the relationship to the final goals 3B. The use of language * 3C. Children encouraged to find their own solutions * to the tasks/problems 3D. The integration of these tasks with other functional * * activities 4. THE INTENSELY INTEGRATED DAY * * * 4A. The need for flexibility * * 5. THE GROUP * * * 5A. Purpose of the group - fostering interpersonal * * relationships, motivation and well being 5B. Heterogeneous nature rather than homogeneous * * 6. THE LANGUAGE - THE RHYTHMIC INTENTION * * 6A. The connection between speech and movement * * 6B. The importance of rhythm * 6C. R.I. facilitates concentration, motivation and * * the unification of movement 6D. Assists in the automatic accomplishment of skills/ * * tasks 7. EVALUATION ( Importance) * TABLE 3SUMMARY OF ASPECTS IDENTIFIED IN THE LITERATURE BASE AND THE THREE QLD STUDIES Concepts identified in italics Literature Similar concept found in one/all of theReview (as in order of mention) three Queensland studies * Orthofunction * Self reliance Use of inner drive/motivation, reversal of passivity * Movement and control Active learning, reversal of passivity, ability to learn through movement * Speech Use of speech, the connection between speech and movement * Activity Reversal of passivity, active learning, incidental learning * Active participation Reversal of passivity, active learning. * The self regulation of learning The learning process, teaching strategies * The right learning environment Positive learning environment * A well matched group Purposes of the group, modelling * Staff who know the condition Team unity towards the attainment of goals, team supportive of each other * Specific programs in a well structured The intensely integrated day, the need timetable for flexibility * Positive learning environment Team unity, modelling, repetition and reinforcement * Positive attitudes Team unity, positive attitudes and expectations * Positive expectations Positive expectations, team unity * Acquisition of social skills The group, purpose of the group * Homogeneous group structure Heterogeneous rather than homogeneous nature of Australian groups * Visual illustrations for modelling Teaching strategies, modelling, incidental learning * Instructions, prompts, training and Modelling reinforcement of modelling * The Rhythmic Intention Ability to learn through movement, the use of language, the connection between speech and movement, the importance of rhythm, R.I. facilitates concentration, motivation and unification of movement * Social learning Incidental learning * The Conductor * One learning environment * Active participation of the child in his Use of inner drive/motivation, active educational process learning, automatic accomplishment of tasks * Movement contributes to learning Ability to learn through movement, connection between speech and movement * Reinforcement of skills Repetition and reinforcement of skills Integration of task with other functional activities * Rhythm Rhythm * Task series Task series, specific purposes/ objectives, children finding own solutions to problems