Motor Skill Training : Setting Goals for Children with Cerebral Palsy

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  • 脳性まひ児の運動・動作の訓練におけるゴール設定をめぐって
  • ノウセイマヒジ ノ ウンドウ ドウサ ノ クンレン ニ オケル ゴール セッテイ オ メグッテ

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Abstract

When we are training children with cerebral palsy, the most appropriate goals should be established for each of them. The present article considers problems relating to the establishment of training goals for children with disabilities. First, I briefly review problems with prognoses and secondary impairments, which, among all the aspects of the motor development of children with cerebral palsy, are the issues most closely related to the establishment of training goals. Second, I examine the process of considering various levels of the "disablement model" when establishing a training goal. At one time, training goals were established only with reference to the impairment level of the child, but since 1990, disablement models, such as that in WHO's ICIDH, have been utilized in research on cerebral palsy. Finally, I introduce several viewpoints from the fields of psychology and education that could provide helpful hints on establishing training goals. I try to suggest that goal setting for children with cerebral palsy should consider not only their physical performance levels, but also the interactive relations between the children and the persons who caring for them. Included in the scope of that consideration should be the relationships among the people around the children.

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