Problems Facing Children with Motor Disabilities
Education Act Legislation allowed for sweeping changes in the educational options for children with disabilities. Prior to 1992, the majority of children with motor disabilities were educated in self-contained classrooms, separate from the regular education programs. Inclusion offers children with disabilities age- appropriate education and the opportunity to grow and develop with peers and friends.
However, the time spent learning and practicing functional skills is diminished in an inclusive educational setting. The child with motor disabilities has less opportunity to work on independent motor skills and functional independent living skills. A transdisciplinary conductive education model allows the child with motor disabilities to benefit and develop motorically and academically.
A CE program embedded into an academic setting or rehabilitation setting provides the child with functional skills teaching and the ability to learn to be independent within their neighborhood educational system. This promotes independence in the child and allows him/her to be as functional as possible in school.
Similarly, a CE program located in a hospital or rehabilitation setting also allows the adult or child with motor impairments opportunities to learn and develop motor control, develop and refine functional skills, and improve strength and range of motion in order to achieve a level of independence