The Importance of Persons Accompanying Children with Moderate Intellectual Disability in the Teraphy of Veronica Sherborne Developmental Movement
Languages of publication
Introduction: Veronica Sherborne Developmental Movement Method is of the most frequently used forms of therapy for improving children with various mental and motor dysfunctions. Sherborne understands movement as not just a physical activity, but the transfer of deep respect for man, faith in man's ability to develop and improve, the joy of close contact.The research objective was to verify the importance of persons taking an active part in the therapy of Veronica Sherborne Developmental Movement with children with moderate intellectual disability on cognitive, emotional, social and motor development.Material and methods: The research was conducted by the workers of special education centers. It involved 39 persons aged 7-8 years. The experimental group was composed of 39 persons as that was the number of patients remaining in disposal of the deliberately selected special education centers. The activities were conducted for 9 months.Results: The results showed that the persons who accompanied the children in therapy had a positive influence on their development but in a differentiated manner. The evaluation made with the use of the Behavior Observation Scale showed that the greatest progress in the cognitive, social and motor development was made by those children who were accompanied in therapy by the workers of special education centers, and then pupils and volunteers. It was also demonstrated that people who were actively involved in therapy, favorably influenced the results of the Evaluation Procedure. The smallest improvement was observed when a pupil was a supporting partner.Conclusions: Persons taking an active part in therapy significantly influenced its results among children with moderate intellectual disability. The greatest progress was noted when the worker of the special education center and a volunteer were the pair partners.
28 - 10 - 2014
- The Institute of Physical Culture, State Higher Vocational School in Racibórz, email@example.com
- Department of Physical Education and Sport, University of Warmia & Mazury in Olsztyn
- The Institute of Physical Culture, State Higher Vocational School in Racibórz
- 1. Quinn G, Degener T. Human Rights and Disability: “The Current use and future potential of United Nations human rights instruments in the context of disability”. Genewa, New York, United Kingdom; 2002.
- 2. Madrid Declaration. European Congress Adopts Madrid Declaration about Discrimination. Madrid; 2002.
- 3. Report of the Special Rapporteur of the Commission for Social Developmency on monitoring the implementation of the Standard Rules on the Equalization of Opportunities for Persons with Disabilities on third mandate, 2000-2002. W: Monitoring the implementation of the Standard Rules on the Equalization of Opportunities for Persons with Disabilities”, United Nations document E/CN.5/2002/A, annex.
- 4. Gordon PA, Feldman D, Tontillo ICh, Perrone K. Attitudes Regarding Interpersonal Relationships with Persons with Mental Illness and Mental Retardation. Journal of Rehabilitation 2004; 70 (1): 50-56.
- 5. Yazbeck M, McVilly K, Parmenter TR. Attitudes Toward Peoples with Intellectual Disabilites. An Australian Perspective. Journal of Disability Policy Studies 2004; 15 (2): 97-111.
- 6. Sherborne W. Developmental Movement for Children: Mainstream. Special Needs and preschool (second edition). London: Worth Publishing; 2001.
- 7. Loots G, Malschaert E. The use in Belgium of developmental movement according to the work of Veronica Sherborne: a developmental psychology view. European Journal of Special Needs Education 1999; 14 (3): 221-230.
- 8. Sherborne W. Ruch Rozwijający dla dzieci. Warszawa: PWN; 2012.
- 9. Hill C. Communicating through Movement. Clent: Sunfield Publications; 2006.
- 10. Laasonen K. SDM-menetelmä, vaikeasti vammaisten ja autististen lasten liikunnassa. Opas SDM-videon käyttäjälle. Suomen kehitysvammaisten Liikunta ja Urheilu ry 2007.
- 11. Bergström A, Althoff B. Sherbourne, ett projekt i sinnesstimulering och kommunikation. Refferred at 18th of October 2010.
- 12. Bogdanowicz M. Skale Obserwacji Zachowania (SOZ) Dzieci i Rodziców uczestniczących w zajęciach Ruchu Rozwijającego Weroniki Sherborne. Gdańsk: Harmonia; 2003.
- 13. Sherborne V. An assessment procedure. Bristol: Sherborne Foundation; 1997.
- 14. Bogdanowicz M, Kasica A. Ruch Rozwijający dla wszystkich. Efektywność metody Weroniki Sherborne. Gdańsk: Harmonia; 2003.
- 15. Hill C. Sherborne Movement in education. In: Study of Sherborne Movement and AM evolution of certain aspects of it. Bristol: Dissertation Bristol Politechnic; 1986.
- 16. Wieczorek M. Ocena zmian zachowania dzieci z Zespołem Downa po lekcjach wychowania fizycznego prowadzonych metodą Weroniki Sherborne. Post Rehab 2009; (4): 17-21.
Publication order reference