a for local parents and service users (conducted in Cantonese)
b Abstract authors are encouraged to coordinate a batch of 5-6 abstracts under the title of a particular
'theme(s)', 'organization' or 'country'. If adopted, the batch will form a symposium.
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Day 3 (full-day) : 7 Dec 2010 (Tue)
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| 08:30 – 09:00 |
Registration |
| 09:00 – 10:30 |
Plenary Lectures 5 - 7 |
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| 10:30 – 11:00 |
TEA BREAK |
Poster Briefing 4 |
| 11:00 – 12:30 |
Oral Presentations
|
Local Sessiona |
Theme 7/
Symposium 3 |
Theme 8 |
Theme 9 |
| 12:30 – 12:45 |
Discussion |
Discussion |
Discussion |
| 12:45 – 14:00 |
LUNCH |
Poster Briefing 5 |
| 14:00 – 15:30 |
Oral Presentations
|
|
Theme 10/
Symposium 4 |
Theme 11 |
Theme 12 |
| 15:30 – 15:45 |
Discussion |
Discussion |
Discussion |
| 15:45 – 16:15 |
TEA BREAK |
Poster Briefing 6 |
| 16:15 – 17:00 |
Plenary Discussion 1
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| 17:00 – 17:45 |
Plenary Discussion 2
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| 17:45 – 18:00 |
Discussion
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| 18:00 – 18:20 |
CLOSING CEREMONY
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| 18:30 – 22:00 |
Victoria Harbour Cruise cum Farewell Dinner (optional) |
Exhibition by supporting/sponsoring organizations 9:00am - 6:00pm
a for local parents and service users (conducted in Cantonese)
Day 4 (half day) : 8 Dec 2010 (Wed) |
| 08:00am – 12:00pm |
Visits to rehabilitation services will be arranged in the morning of 8th December, 2010. In general two of the following types of services will be arranged in each route: |
| 1Early Childhood Services |
2Special Education |
3Vocational Rehabilitation and Adult Residential Service |
4Community Rehabilitation & Rehabilitation Technology Services |
1 Early childhood services render integrated education and training to pre-school children with special needs from birth to the age of 6. Types of service to be visited include early education and training centres and special child care centres. Some special child care centres provide boarding service.
2 Special schools provide primary to senior secondary education and rehabilitation for students with special needs from the age of 6 to 18. Types of special school to be visited include special schools for students with physical disabilities & special schools for students with intellectual disabilities. Some special schools provide boarding service.
3 Vocational rehabilitation services provide vocational training in adapted workplace environment for people with disabilities over the age of 15. Residential services enhance people with different levels of disabilities on their self-reliance and holistic development. Categories of hostel include independent home, supported hostel, hostel for persons with moderate mental disabilities, hostel for persons with severe mental disabilities, hostel for persons with severe physical disabilities and care & attention home for persons with severe disability.
4 Community rehabilitation and rehabilitation technology services support persons with disabilities such as stroke, Parkinsonism, tetraplegia, dementia and orthopedic conditions to live in the community while receiving holistic rehabilitation services. Modes of service include community-based continuing rehabilitation centres, domiciliary rehabilitation service, and a transitional residential and community centre for persons with tetraplegia. Rehabilitation seating service provides adaptive seating fabrication, wheelchair modification and repair services.
POST-CONGRESS STUDY TOURS [OPTIONAL]
| 8 – 12 Dec, 2010 |
ST04 |
Beijing Tour (5D/4N) |
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Visiting centres: |
China Rehabilitation Research Centre7 |
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Beijing Xicheng District Disabled Person’s Federation Rehabilitation Centre8 |
Delegates are welcome to join this optional program. For details and fee, please go to the Registration page.
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1 Caritas Macau Meng Fai Nursing Home
A nursing home that provides rehabilitation and nursing care for dependent elderly, e.g physically handicapped, stroke, dementia.
2 Caritas Macau St. Margaret Centre
A residential centre for women aged 15 years or above with mental, physical or psychiatric disabilities. The centre provides self-care, special education, counseling, recreational activities and medical care.
3 Dong Guan Disabled Persons’ Federation Dong Guan Service Centre
A rehabilitation and education centre for children with special needs aged 3-10, e.g. hearing impairment, mental handicapped and cerebral palsy. The Centre provides therapies, medical treatment, education and integrated programs using the principles of Conductive Education.
4 Guangzhou Ministry of Civil Affairs Guangzhou Children Welfare Institute
An orphanage that provides caring, rehabilitation, medical and education services to children with physical and mental handicaps. The Institute also provides integrated programs using the principles of Conductive Education.
5 CereCare Wellness Centre
A centre with residential service that provides Conductive Education, physical therapy, occupational therapy, speech therapy and acupressure for children with cerebral palsied aged 0-6 years old.
6 Zhejiang Province Disabled Person’s Federation Mercy Rehabilitation Centre
First rehabilitation hospital in Zhejiang Province furnished with medical, surgical, orthopedic, pediatric, psychiatric, physical medicine wards. The rehabilitation section provides physical therapy, occupational therapy, speech therapy, hydrotherapy and Chinese medicine for physically and mentally disabled children aged 1-14 years. The Centre provides integrative programs using the principles of Conductive Education.
7 China Rehabilitation Research Center
A hospital affiliated with the China Disabled Persons’ Federation which carries out research and offers training for professionals. It provides comprehensive medical, rehabilitation, prosthetics, psychological and social services to people with disability.
8 Xicheng District Disabled Person’s Federation Rehabilitation Centre
A workshop that provides vocational rehabilitation for adults with mentally or/ and physically handicapped
PRE-CONGRESS WORKSHOPS ON 5 DECEMBER 2010 (SUNDAY) [OPTIONAL]
Pre-congress Workshop 1 (W01)
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| Time |
Venue |
Tentative Title
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Speaker / Organizer
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Language |
Accreditation |
| 10:00am – 12:00pm |
Mezzanine Floor, Empire Hotel-Wanchai |
Conductive Education (CE) from the Beginning up to Now: Professional Issues, Difficulties and the Specialities of Research Methodology |
Dr Ildikó Tass
College Associate Professor,
Head, Theoretical Department, András Petö Institute, Hungary
Ms Zsofia Nádasi
( Senior Lecturer, Department of Applied Conductive Pedagogy András Petö Institute, Hungary )
Organizer:
András Petö Institute of CE and College for Conductor Training, Hungary
(The Principal Supporting Organization) |
English |
CPD-PT: 2
CPD-OT: 2
CNE: 2
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Workshop Briefing:
The interest in CE has been permanent all over the world. We see an exuberant growth of development programmes advertised as, claiming to be, ‘conductive’, offered to children and youths of varying ages and diagnoses, often with non-central nervous disorders. Also the number of parent-initiated organisations increases steadily, where professionals are directed by affected parents. Concerning professional standard, significant differences can be experienced. Then again, the demand for studies to justify the success of CE is growing. However, measurement results gained so far raise a number of professional and methodological issues. CE works through a system of pedagogical effects, thus future research must focus on pedagogical phenomena. Having a unique sample in terms of diagnoses, ages and sample size, the Petö Institute (PI) has an eminent role in conceiving and implementing new study designs. No less important is the circumstance that even today intensive, continuous or interval CE at the PI is planned, controlled and realised by conductors, thus an appropriate background for research is ensured.
Speaker Biographies
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Dr. Ildikó Pásztorné Tass qualified as a conductor at the Petö Institute (PI), Hungary in 1984. She is currently a College Associate Professor and Head of Theoretical Department, Institute of Conductive Pedagogy at the PI. She is also Director of the Practice Kindergarten, Primary, Boarding and Technical Preparatory School and Unified Conductive Methodological Institute (Practice Institute) since 2006. Dr Tass completed her Master degree of Education at the Eötvös Lóránd University of Budapest (ELTE) in 1998 and her PhD at the same university in 2005. In 2005-2006, she was the Deputy Director of the PI and was the Head of International Department of the PI during 1998-2005. Dr Tass is a board member of the European Conductive Association (ECA) and an active member of the International Petö Association (IPA).
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Ms Zsofia Nádasi received her Conductor and Primary School Teacher degree at the PI in 1991. She is currently a College Senior Lecturer of the Institute of Conductive Pedagogy at the PI. Ms Nádasi completed her Master degree of Education (Teacher of Pedagogy, Specialist in Education) at ELTE in 2000 and is currently enrolled in a PhD programme with Faculty of Education and Psychology, ELTE. Ms Nádasi was a Group Leader Conductor at Move&Walk Sverige AB, Sweden during 2001-2007 and was appointed as Senior Conductor, Group Leader Conductor and Supervisor in CE at the International Department of the PI in 2007. She is also an active member of the IPA.
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Pre-congress Workshop 2 (W02)
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| Time |
Venue |
Tentative Title
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Speaker / Organizer
|
Language |
Accreditation |
| 2:00pm – 4:00pm |
Mezzanine Floor, Empire Hotel-Wanchai |
Researching Conductive Education:
Past and Future |
Dr Andrew Sutton
( Trustee, Conduction, UK )
|
English |
CPD-PT: 2
CPD-OT: 2
CNE: 2
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Workshop Briefing:
The past
The defining characteristics of CE research to date have been twofold:
• it has largely been restricted to outcome evaluations within a particular paradigm
• these have consistently failed to identify advantage for CE
The result is an extraordinary contradiction:
• those who have experienced CE have persistently reported it to be the best thing ever
• it remains 'scientifically unproven'
Fault for the latter is not necessarily that of CE but arises from the nature of 'the research' so far undertaken.Continuing to follow the same paradigm will evoke the same conclusions.
The future
Disability is dynamic, developmental, transactional, psycho-social, human, emotional, dialectical, socio- and cultural-historical, 'holistic'… CE matches this. So should research, into both. Creating a matching approach for scholarly enquiry into CE would have wider applicability to other fields. What might this entail?
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Speaker Biography
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Dr Andrew Sutton's background includes psychology, history, special education, comparative special education, advocating parents' rights, and educational journalism. In the 1980s he collaborated with Mária Hári and others to establish CE outside Hungary, and in the public campaign to bring it to world attention. In the United Kingdom he helped create the Foundation for CE, its National Institute and training course for conductors, and the National Library of CE. Internationally he participated in a number of attempts to internationalise CE, and he published. He retired in 2004. He 'unretired' in 2007. His concerns now focus upon securing and developing a relevant knowledge base for CE, its momentum for change, its public recognition, its generalisability (including to developing nations) and the promise of Cyberspace. He writes Conductive World and has helped create CE Press and the think-tank Conduction. He hopes to retire again very soon.
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Pre-congress Workshop 3 (W03)
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| Time |
Venue |
Tentative Title
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Speaker / Organizer
|
Language |
Accreditation |
| 2:00pm – 4:00pm |
Mezzanine Floor, Empire Hotel-Wanchai |
Research Measures in Conductive Education (CE):
a Discussion of Relevant Research Questions and the Use of Validated Measures Including the International Classification of Function (ICF) |
Dr Melanie Brown
Director and Senior Conductor, Adult Rehabilitation & Training Services, National
Institute of CE, UK )
Ms Theresa Kinnersley
( Conductor, Adult Rehabilitation Services,
National Institute of CE, UK ) |
English |
CPD-PT: 2
CPD-OT: 2
CNE: 2
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Workshop Briefing:
CE is a system of education, habilitation and rehabilitation and as such encompasses fields of education, health and social care. The breadth of such a system makes it extremely difficult to find common methodology and research tools which are acceptable in these academic fields internationally. This, coupled with the relatively small numbers of participants involved in CE, means that research either lacks global methodological acceptance or has small numbers rendering statistical significance difficult to gain. The challenge of researching CE from an international perspective will require mixed methodology. This workshop will focus on possible international links using the ICF as a quantitative tool. The additional use of qualitative methods which would broaden potential research outcomes will also be addressed.
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Speaker Biographies
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Dr. Brown joined the now National Institute of Conductive Education (NICE) in Birmingham UK in 1987. She qualified as a conductor, at the Petö Institute in Hungary, in 1991. She is currently Director and Senior Conductor of Adult Services and Training at NICE. Dr. Brown completed her MA in Education in 1991 and her PhD “CE and the use of rhythmical intention for people with Parkinson’s” in 2001. In 2005-2007, she coordinated a research project examining the benefits of CE on quality of life for adults and is currently leading a 3-year research project on CE for stroke survivors. Dr. Brown has published in a range of journals and coauthored the book “Adult CE: A Practical Guide”. She established the CE Professional Education Group in the UK and led a research forum in 2009. In June 2010, she is jointly organising an international research seminar, in Newcastle, on the use of the ICF in CE.
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Ms Kinnersley qualified as a nurse in 1986 and has been working for 20 years within neurology/neuro-rehabilitation. She completed her MSc in 1998, qualified as a conductor in 2005, and since then working with adults at NICE. Ms Kinnersley is currently enrolled in a PhD programme with Psychology Department of Wolverhampton University. Her working title is “Implicit Vs explicit learning and the actualisation of potential within a conductive rehabilitation setting; implications for teaching individuals with a progressive neurological condition”. Ms Kinnersley is an active member of the Professional Conductor’s Association UK and has various presentations at CE forums on the role of the conductor in facilitating the development of potential and orthofunction, with focus not only on the learner but also in consideration to the conductor and the significance of their behaviour upon outcome. She is attending the international research seminar on ICF in Newcastle, UK in June 2010.
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Pre-congress Workshop 4 (W04)
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| Time |
Venue |
Tentative Title
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Speaker / Organizer
|
Language |
Accreditation |
| 2:00pm – 4:00pm |
Lecture Room,
Teaching Unit, JCMFCLC |
Visual Art for Children under CE System |
Ms Edith Yuk-Shan Yeung
( Superintendent,
Jockey Club Marion Fang Conductive Learning Centre (JCMFCLC),
SAHK, HK )
Ms Siu-Pik Chan
( Senior Pre-school Teacher, JCMFCLC, SAHK, HK )
|
Mandarin |
CPD-PT: 2
CPD-OT: 2
CNE: 2
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Workshop Briefing:
Visual art is one of the useful media for developing the sense of beauty, creativity and active participation in children under the CE system. This workshop will introduce how to design and implement visual art activities for teachers or rehabilitation personnel to enhance integrated learning in children with physical handicaps. This workshop will also address the diversity in abilities of children in conducting visual art activities in a group setting. Participants are expected to experience the joy and contentment through direct participation in visual art activities and hence casual clothing is recommended.
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Speaker Biographies
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Ms Edith Yuk-Shan Yeung qualified as an occupational therapist in 1985 and has been working in special education settings since then. She attended the International CE Course, at the András Petö Institute in Hungary, in 1992 and was then appointed as Programme Coordinator to coordinate CE programmes in Preschool and School Services under SAHK. Ms Yeung joined the Jockey Club Marion Fang Conductive Learning Centre (JCMFCLC) in 1995 as Assistant Programme Director in the Teaching Unit of the Centre. She completed Master degree in Educational Studies at University of Queensland in 2000 and is now the Superintendent of JCMFCLC.
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Ms Chan Siu Pik qualified as a nursery teacher in 1979 and has been working for more than 20 years in special child care centres adopting CE system. She completed Bachelor degree of Education (Early Childhood Education) in 2010 and Higher Diploma in Child Psychology in 2007. She attended the International CE Course at the Petö Institute in Hungary in 1988 and was one of key persons to introduce CE to local preschool setting. Ms Chan participated in setting up the JCMFCLC in 1994 and has worked in the centre as a Senior Pre-school Teacher since then. She had written a number of books in Chinese to support the application of CE including use of nursery rhymes, interactive story-telling.
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POST-CONGRESS WORKSHOP ON 8 DECEMBER 2010 (WEDNESDAY) [OPTIONAL]
Post-congress Workshop 5 (W05)
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| Time |
Venue |
Tentative Title
|
Speaker / Organizer
|
Language |
Accreditation |
| 2:00pm – 4:00pm |
The LOHAS Garden
51, Sheung Shing Street,
Ho Man Tin, Kowloon |
CE as a Brand in Building up the Infrastructure of SAHK |
Mr. Ivan Su
Corporate Programme Coordinator SAHK
|
English |
CPD-PT: 2
CPD-OT: 2
CNE: 2
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Workshop Briefing:
For an organisation with 59 service units and more than 1,100 staff, we need a strong corporate approach. SAHK has consolidated its business logics into a model that governs its services under the branding of CE. To SAHK, CE is not only a unique way of service delivery, but also as guidance for building our ‘through-train’ network of business delivery channels. Our service expansion policy is centered on this model which has, in turn, reinforced our successful implementation of CE.
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Speaker Biography
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A physiotherapist by training, Mr Su immersed himself in research methodology and statistics, biomechanics as well as bioengineering in his early years and later in management. His passion in integrating life, physical and social sciences into health care challenged conventional establishment that had led to long spells of being shunned by the mainstream. But Mr Su has found his way back as an honorary conductor granted by the András Petö Institute, Hungary and ended up as the Corporate Programme Coordinator of SAHK in 2008 and concurrently the Unit Head of the Professional Development and Research Unit for establishing an evidence-based practice of service delivery and for promoting professional growth of the staff members of SAHK as well as the practitioners in the field.
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