Achieving meaningful motor skills: Conceptual and empirical bases of a neurobehavioral intervention approach

Research on information awareness of teachers working with children with severe and multiple developmental disabilities in Armenia

“…На современном этапе развития общества в связи с реформами в образовании остро встал вопрос о введении инклюзивного обучения 1 [1; 2; 3]. Это предполагает получение образования детьми с тяжелыми и множественными нарушениями развития в школах и детских садах общего типа -совместно с нормально развивающимися сверстниками 2 [1][2][3][4][5].…”

“…Различные аспекты проблемы развития профессиональной компетенции и профессиональной готовности педагогов являлись предметом исследования как отечественных, так и зарубежных ученых 4 [11][12][13].…”

Topics in Early Childhood Special Education

“…Currently, each professional discipline involved in early intervention has its own training sequence (some require graduate degrees, others require undergraduate degrees), and there is no guarantee that graduates will have any exposure to young children and their families. Compounding these differences in training are differing philosophical and treatment options that affect the delivery of services within a discipline-specific area, such as motor therapy (Horn, 1997), or a specific etiology, such as children with autism (Dawson & Osterling, 1997) or children with cerebral palsy (Adams & Snyder, 1998). These challenges are complicated by a lack of professional standards specific to those providing intervention across professional disciplines.…”

Supporting Young Children With Multiple Disabilities

“…Thus, as noted earlier, over the last two decades, a significant shift has occurred in the provision of motor interventions for children with significant movement limitations, with the agreement that both internal and external variables must be addressed. Thus, the primary focus is on the child's learning through systematically applied handling, facilitation, and inhibition techniques to effectively use the essential internal movement components to achieve a variety of functional outcomes (e.g., postural control for maintaining a floor sitting position to postural reactions to weight shift to reach for and play with a toy; E. M. Horn, 1997). Key to achieving this goal is providing children with systematic instruction, feedback, and opportunities to experiment with movement.…”