Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/28145
Full metadata record
DC FieldValueLanguage
dc.contributor.authorMacKay, Gilberten_UK
dc.contributor.authorMcCool, Susanen_UK
dc.contributor.authorCheseldine, Sallyen_UK
dc.contributor.authorMcCartney, Elspethen_UK
dc.date.accessioned2018-11-09T01:00:21Z-
dc.date.available2018-11-09T01:00:21Z-
dc.date.issued1993-12en_UK
dc.identifier.urihttp://hdl.handle.net/1893/28145-
dc.description.abstractConductive education ‐ how to evaluate it? Is it really impossible for scientists to design the definitive evaluation study? This is a question asked many times by both parents and professionals involved with conductive education. Understandably frustrated by years of controverSy over an approach which was first introduced into this country more than 30 years ago, many looked to the Birmingham project for the answer to the question: is conductive education a good way of educating children with cerebral palsy? Here was a project which had been planned by experts in the field, was funded by the government and was centred on an attempt to transplant conductive education as a complete system into the UK. However, as Bairstow and Cochrane pointed out recently in the BJSE, the teething problems associated with getting the Birmingham Institute running had a knock‐on effect on the evaluation itself and the results raised many more questions than they answered. Ideally, of course, the first Birmingham evaluation should have been viewed as a preparation for a second study which would begin after the first set of conductors had been fully trained and new children recruited. Since it is unlikely that a repeat of the Birmingham project will take place, what are the alternatives? In the papers that follow, two quite different approaches are represented. In the first MacKay and colleagues, from the Faculty of Education Sirathclyde University, describe the beginnings of another large project, based at the Scottish Centre for Children with Motor Impairments. In this project, organ transplant has not been considered. Instead, an attempt is being made to produce a Scottish version of conductive education by the process of grafting. As part of the evaluation project the group is experimenting with a measurement technique, Goal Attainment Scaling, which they describe in detail. In the second paper, Sigafoos etal., from the Fred and Eleanor Schonell Special Education Research Centre, University of Queensland, Australia, take another approach. Rejecting the notion that ‘the whole is more than the sum of the parts’ they assume the examination of component elements of conductive education is worthwhile and have done a small scale study of short term intervention programme. Although purists might argue that neither of these approaches will answer the question ‘Does conductive education work?’ surely the realists among us will concede that pursuit of the Holy Grail must sometimes give way to more practical projects.en_UK
dc.language.isoenen_UK
dc.publisherWileyen_UK
dc.relationMacKay G, McCool S, Cheseldine S & McCartney E (1993) Goal Attainment Scaling: A Technique for Evaluating Conductive Education. British Journal of Special Education, 20 (4), pp. 143-147. https://doi.org/10.1111/j.1467-8578.1993.tb00064.xen_UK
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.en_UK
dc.rights.urihttp://www.rioxx.net/licenses/under-embargo-all-rights-reserveden_UK
dc.titleGoal Attainment Scaling: A Technique for Evaluating Conductive Educationen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31en_UK
dc.rights.embargoreason[McCartney_British_Journal_of_Special_Education_1993.pdf] The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.en_UK
dc.identifier.doi10.1111/j.1467-8578.1993.tb00064.xen_UK
dc.citation.jtitleBritish Journal of Special Educationen_UK
dc.citation.issn1467-8578en_UK
dc.citation.issn0952-3383en_UK
dc.citation.volume20en_UK
dc.citation.issue4en_UK
dc.citation.spage143en_UK
dc.citation.epage147en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.contributor.funderUniversity of Manchesteren_UK
dc.author.emailelspeth.mccartney@stir.ac.uken_UK
dc.citation.date31/05/2007en_UK
dc.contributor.affiliationUniversity of Strathclydeen_UK
dc.contributor.affiliationUniversity of Strathclydeen_UK
dc.contributor.affiliationEdenhall Hospitalen_UK
dc.contributor.affiliationUniversity of Manchesteren_UK
dc.identifier.scopusid2-s2.0-84990406096en_UK
dc.identifier.wtid518735en_UK
dc.contributor.orcid0000-0002-6234-0348en_UK
dcterms.dateAccepted2007-05-31en_UK
dc.date.filedepositdate2018-11-06en_UK
rioxxterms.apcnot requireden_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionVoRen_UK
local.rioxx.authorMacKay, Gilbert|en_UK
local.rioxx.authorMcCool, Susan|en_UK
local.rioxx.authorCheseldine, Sally|en_UK
local.rioxx.authorMcCartney, Elspeth|0000-0002-6234-0348en_UK
local.rioxx.projectProject ID unknown|University of Manchester|http://dx.doi.org/10.13039/501100000770en_UK
local.rioxx.freetoreaddate1970-01-01en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||en_UK
local.rioxx.filenameMcCartney_British_Journal_of_Special_Education_1993.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source0952-3383en_UK
Appears in Collections:Faculty of Social Sciences Journal Articles

Files in This Item:
File Description SizeFormat 
McCartney_British_Journal_of_Special_Education_1993.pdfFulltext - Published Version587.32 kBAdobe PDFView/Open


This item is protected by original copyright



Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

The metadata of the records in the Repository are available under the CC0 public domain dedication: No Rights Reserved https://creativecommons.org/publicdomain/zero/1.0/

If you believe that any material held in STORRE infringes copyright, please contact library@stir.ac.uk providing details and we will remove the Work from public display in STORRE and investigate your claim.