HOW CAN I UPGRADE MYSELF?
I would like to ask fellow Conductors for your help regarding two important points.
I lead seven different kinds of CE groups: from children to teens to adults any of whom have spastic paralysis, athetosis, ataxia and stroke diagnoses in the centre where I work.
Firstly, my Team Leader has asked me to write a General C.E. Complex Programme that would be suitable to cover all people of all ages and with all the above diagnoses, but without goals, facilitations and directions. I struggle with this request because when I graduated from the Peto Institute I never learned anything about a general C.E. Complex Programme. To my way of thinking still, any Complex Programme should be designed and written for a specific group and the needs of the people in that group. Am I right?
Secondly: in the GMFM (Gross Motor Function Measurement) System there is a guidance book telling you how to make a measurement about a client’s physical status.
In the centre where I work I struggle with writing a continuous assessment (progress and observation) for each service user in the following kind of table for example*:
GROSS MOTOR SKILLS:
To develop Standing Skills
1. Keep a normal standing positure on a box kick 3x w/L heel on R knee I SBA/ VC's SBA/ VC's SBA/ VC's SBA
2. Standing up/off on a high box w/L I SBA/ VC's SBA/ VC's SBA/ VC's SBA
3. Jumping, hopping on both feet w. 2-hand support given I min A CGA/ CV's CGA/ SBA SBA/ S/ I
4. Catching/throwing ball into 1 foot target 2m. away from him and given S CVs VC CV/ S/ I CV/ S/ I
5. Clasped hands above his head, lean forwards, backwards,
sidewards keeping his balance I minA minA/ CGA CGA/ SBA CGA/ SBA
To Develop Walking Skills-
1. Wheelbarrowing and given I SBA/ VC's SBA SBA/ S S/ I
2. Hands down by his side take side steps in leather and on boxes I SBA/ VC's SBA SBA/I SBA/I
3. Hands down by his side take continuous forwards steps in leather and on boxes I SBA/ VC's SBA SBA/I SBA/I
4. Hands down by his side take backwards steps in leather and on boxes I Min A/ CVC Min A/ CGA/ VC Min A/ CGA/ VC
5. Kick a ball by 3th step w R/L leg I SBA/ VC SBA/ VC SBA SBA/ I
FINE MOTOR SKILLS:
To develop fine manipulation
1. Built from bloks with his R hand I CVC VC VC VC
2. Move fingers separetly on L hand Independently on R w/CGA CGA wR CGA wR CGA wR CGA wR
3. Pronate and supinate R hand w/CGA CGA CGA CGA CGA
4. Take top of bottle off and put it back w/R hand/ CGA Min A Min A/ CGA/ VC CGA/ CVC
5. Put T-shirt on and take it off using both hands Independently SBA/ S SBA/ S SBA/ S S/ I
SELF-CARE SKILLS
To develop eating/drinking skills
1. Pour drink from bottle into cup using his R hand I SBA S S/ I S/ I
2. Clean his face and hands properly after meal or drink I SBA S S/ I S/ I
KEY: I-Independent, S-Supervision,SBA- Standby Assist, VC's Verbal Cues, CGA-Contact Guard Assist, MOD. I- Requires
P-Performed Not Measured
use of equipment, MIN A- 25% Assist/Less, MOD A- 50% Assist, MAX A- 75% Assist, More, TOT A- Total Assistance
*the above is copied from a document which is not my English writing
My Team Leader never provides any written guidance for this kind of observation, and I never learned about this in the Peto Institute. My Team Leader wants to use this kind of table for a monthly written continuous assessment.
Is my Team Leader correct in doing these tables and a General C.E. Programme? Can I measure in C.E. the percentage of a client’s improvement using this kind of table? Is there a guidance book for this kind of table? Are there new changes that I need to know about?
Please advise me ASAP on this Forum. Thank you your co-operation.
Regards
Temleitner, Gabor
Hello, Gabor, it's really
Hello, Gabor, it's really nice to hear from you again.
In view of what I am going to say, I will not embarrass you by asking where you are working at the moment.
My, you have got yourself into a fix, though itis one that I suspect many conductors find themselves in around the world.
I suppose that I should not ask what is meant by this ridiculous term 'team leader'. Certainly not a captain, certainly not a 'superior'! Please don't answer this...!
Your query raises two main points for me. I am sure that others might spot more.
Sorry, my friend, it is late at night and I am not being very practical. As you can tell, I want to help since, as you describe it here, you and CE are in an ugly situation. I shall therefore write no more at this point but try to direct a wider audience to this problem of yours to see whether others can come up wth more sensitive suggestions.
Andrew.
Szia Gabor! En ertem, hogy
Szia Gabor!
En ertem, hogy mirol van szo, hiszen ott dolgoztam elotted, s ez a rendszer a nagyon keves es celatalan rendszer elleneben lett kidolgozva. A rendszer alapja Chicagoban a Center For Independence Intezetben volt hasznalva, amelyhez termeszetesen csatolva volt az alatalad hianyolt komplex propgram celokkal es facilitacios iranyadasokkal. A roviditesek a napi feljegyzesek miatt kerultek hasznalatba, ami hiszem, hogy abban a formaban hasznos volt. Abban a formaban. Mivel ott az intezet kontraktusban allt aaz iskolakkal es csak ebben a nyelvben voltak hajlandoak fizetni, ez termeszetesse valt. Mivel a te munkahelyeden gyakorlatilag alig illetve nem nagyon volt documentalas, ugy latszott hogy ennek a szisztemanak a bevezetesevel legalabb valami volt dokumentalva. Megjegyzem, abban az idoben mi vettunk ollokat, papirt, egyeb motivacios materialokat, mert nem volt ra penz. So... ebben a rendszerben felevente dolgoztuk fel, ertekeltuk az eredmenyeket, amirol a szulokkel szuloi ertekezlet formajaban ertekeztunk. Nekem voltak komplex programjaim, sot mas konduktornak is.
VISZONT! Kar, hogy nem jottetek a PCA mult hetvegi workshopjara Birminghamba. Ott, az egyik fo tema a dokumentacio egysegesitese volt. Elso lepesben a Statementing tekinteteben halgattunk meg egy eloadast egy multidiszciplinaris cegtol. Erdekes volt, uj dolgokat is felvetett. Engem ez a kaotikus allapot, miota megerkeztem angliaba, nagyon zavar. Az igazsag az, hogy annyi dokumentacios felfogas, amennyi munkahely. Kar. Peldaul az en munkahelyemen tobb oldalas riportokat, celokat, ertekeleseket, stb-t irunk, ami nekem, mind nyelvileg, mind idoben (mint csalados ember) szinten problemat okoz. Ki olvassa? Hat aki eppen akarja, pl a szulok igen, az iskolak talan erdemben igen, de nem minden esetben, de egyebkent a rovidebbel is beernenk - szerintem. Tehat en az egeszseges egyensulyert esedeznek egy kozosen megegyzett terminologiat hasznalva. EZ pedig CSAK rajtunk mulik, senki mason. Ezert lenne fontos az osszetartas.
Udvozlettel Szogeczki L.
Good luck.
Hi I agree that a general
Hi
I agree that a general complex programme seems a fairly pointless thing to create as of course the complex programme should be specific to the group. However, we have made compromises with such things in the past as we have around 70 children coming to CE sessions a week at our centre and only 3 conductors! we therefore decided to write group aims, individual aims and then list of tasks as opposed to a detailed task series (with information of course on the rhythm to use for that group). we have found that given the number of groups we see this is the most effective way of composing the complex programme. I wonder what other conductors think about us doing this? however as resources are tight within our organisation we feel it is the best we can do to ensure we have at least some sort of complex programme.
I haven't used GMFS but have had training in it from Percy Hedley School and recommend contacting them for advice as they are well practiced in using it. maybe look on there website for a contact.
Although i don't know what Lazsi has written i am sure his advice will have said better than i just have. please feel free to email me directly or reply if you want any more info on what i have said.
Good Luck
Jules
Soory Jules and everyone who
Soory Jules and everyone who did not understand my Hungarian.
I just wanted to reflect fast and Hungarian was much easier for me. My conclusion was that unifing would be great, finding common terminology. Who can do it? We can do it togeather. CEPEG, PCA is an option. Sorry about the strange language. :)
Take care
Laci
Dear Fellow
Dear Fellow Colleagues
Thank you very much for your time and for your responses. I expected more conductors would have been interested in this case.
Dear Andrew, yes I could ‘fish’ myself again in an ‘interesting’ place. Thank you for your response and of course I am not going to write any General Complex Programme, and not measure Conductive Education with this kind of table.
Dear Laci, I would like to give a quick translation about your response, for the English speaking people. I know that on this website we can speak with different languages, but unfortunately the Hungarian language is still not an internationally spoken language, and many people do not understand what we write. In your response you say that this kind of table was developed in the US - Chicago, as a means of quick communication between the schools, for a Conductive Education? Do I understand correctly that do ‘pay for this’??? The guide book is was not introduce in the UK, but you had developed in your previous job to do the file documentations. This is quick resume that you have written.
Maybe I am ‘stone aged’ and an old conductor, but I did learn Conductive Education from the people who worked with Peto, and who learned from Him. They taught me how to do and write documentations, complex programmes, daily time-tables, and individual goals, reports, written personal improvements file documentations etc. Mr. Kokuti, Denes taught me how make pictorial personal improvements documentations, and Miss Borbely, Agnes taught me how to make personal improvements documentations on video. Aunty Mimi typed on an old Optima typewriter for us our complex programme. She was always behind her scheduled time. I remember we had every fortnight continuous development assessment day for all children’s groups. It was on these occasions when we updated our complex programme, and if we wanted to change something in the programme, we just stuck over with glue. We never had that luxury that we have in this age: the COMPUTER. I find it very easy to write a complex programme using a computer, and very easy to change what I want to change in the programme using ‘cut and paste’. I do not understand this ’kerfuffle’ about writing a complex programme, and feel that any reason for not writing is not acceptable. Sorry, but this for me is just plain lazyness, dangerous, and deformes the original Conductive Education image.
I have the same problem with measuring education using different kinds of tables. This was not written in Conductive Education, and should not be sold to the public to under the Conductive Education flag.
Of course we always want to improve Conductive Education, but for that we need researching, testing, measuring, judging with the correct judges, and then passing the results; then after when passed, initiating. The home of Conductive Education is the International Peto Institute (IPI) Hungary. I think they have enough highly qualified people for any new research and new methods that can improve Conductive Education. The International Peto Assosiation (IPA) Hungary research committee has been successfully working for nearly twenty years.
Changing and doing Conductive Education differently without autorisation and permission by/from the IPI and/or IPA, could be very dangourous, and that is why other Professionals are not giving enough respect to and for our Conductive Education; thus they are creating chaos in the world and in Conductive Education.
If you want do something different, then you should come to some agreement with the IPI and/or IPA, and under their control you can make a trial, while practicing the original and orthodox method in tandem. If we do not keep to the original methods, and everyone starts twisting and bending Conductive Education to a style that is ’suitable ’ for him/her, soon we will not have Conductive Education but merely something which is watered’down version of the original. Do you think in this situation you could be accredited yourself?
I would like to give a very good and real example for how we can keep to the original:
In the Aviation Industry, wherever in the World, all aviation workers speak one language (English), and use same (English) in all written forms. They know what they do wherever they are in the world. Of course their Assosiation has a Research Commitee. If a commitee wants to change something in the Industry, it gives out a ’bulletin’ and the date when it will be changed. Nobody can change anything individually. Rules, regimentation, regulations and routines make for a positive procedure, have to be ahered to and strictly followed. That is why this still works and will always work. But how long will Conductive Education work if it is ’messed around’ with???
Regards
Temleitner, Gabor
Gabor, I do hope that things
Gabor,
I do hope that things are getting sorted now. Let me know how you get on and whether I can help more.
The poor response from your 'fellow conductors' may have been no surprise.
That is a shame..
The English word 'shame' has more than one Hungarian meaning. I mean here that the poor response of your 'fellow conductors' is sajnos, it is nagy baj and it is szegyenkezes.
All the best,
Andrew.