Abstract
The effectiveness of two teaching programmes based on Conductive Education principles was examined. It was hypothesised that if the teaching programmes based on Conductive Education were more effective with this group of children than traditional teaching approaches then the experimental group should show higher post-test scores than the control group. It was concluded that the teaching programmes based on Conductive Education principles were no more effective with profoundly retarded multiply handicapped children than more traditional, individual classroom teaching.
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