Conductive Education

WHAT IS CONDUCTIVE EDUCATION?

Conductive education is a unique multidisciplinary system of teaching and learning for children with physical and multiple disabilities originating from damage to the central nervous system. These include motor disorders such as Cerebral Palsy, Spina Bifida, Hemiplegia following a stroke or road accident, Parkinson’s disease and Multiple Sclerosis. It was developed in 1945 by Dr. Andras Peto in Hungary. It is designed to increase independence of many aspects of common living and to improve motor skills. The primary aim is to develop an active personality. It uses methods of exercises and education which are broken down into basic functional movements. It is therefore not a cure, treatment or a therapy, but rather a way of developing a positive approach to learning which enables them to find their own solutions.

PRINCIPLES OF CONDUCTIVE EDUCATION

• Conductive Education approaches Physical Disabilities from a learning perspective rather than medical.
• Children should be encouraged to master their environment rather than environments adapting to cater their needs.
• Particular attention should be paid to the integration and development of motor, intellectual, social and academic skills with the focus on the child’s total development.
• By individuals determining their own goals and being highly motivated to reach them, learning and development are thereby maximised.
• The activities in Conductive Education through which specific motor development occurs are models of how to solve problems and become independent learners rather than mechanical exercises.
• The specially trained teacher's (or Conductor's) role to facilitate this process, is to ensure that the teaching and learning are appropriate for a child's particular intellectual ability, development level, and personal characteristics.

HOW DOES IT WORK?

The ‘Conductor’ will create exercises that encourage learning and problem solving, whilst monitoring each person’s performance. These exercises are referred to as ‘facilitations.’ The planned learning programme encompasses all the activities incorporated in a daily routine e.g. eating, washing etc and it will also include a number of facilitations, e.g. Task series which involves tasks which are based on whole functional movements or their elements e.g. to drink from a cup. A variety of activities and play throughout the whole day will develop the elements required for the original task. It is the most complex form of facilitations as it provides a model of solving problems, which is consequently reinforced in other activities.

The children may also be put in a group of other children of similar age and abilities (group dynamics) where much interpersonal and social facilitation are possible. The group is viewed as a powerful motivating force in the learning of the child as they have the opportunity to learn from their peers, the children are given the chance to be responsible for themselves and they can be motivated by other group member’s progress.. Equipment (e.g. ladder chairs) will also be used to facilitate learning as the furniture provided tempts the children to reach out, hold on and thereby becoming active. The conductors will also motivate the children by giving them physical as well as verbal guidance.

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Although the information we have provided here is meant to be helpful to you, Douglas Silas Solicitors cannot be held responsible for any damage or loss caused by any inaccuracy or reliance placed upon it. If you have any concerns about your child, you should seek professional educational or healthcare advice as soon as possible.