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HISTORY OF CONDUCTIVE EDUCATION
The Conductive Education was created by a Hungarian professor called Andras Peto.
Andras Peto (1893 - 1967) was a practitioner of physical rehabilitation whose work provided the foundation for conductive education.
His father was confined to life in a wheelchair because of Parkinson's disease; his outlook on life was probably influenced more by his mother who dictated a very structured life.
After the First World War, Peto moved to Vienna to study medicine, which at that time was the European centre for intellectuals. He gained his first professional experiences in various hospitals in Austria. Later, he became head of several Austrian clinics and health institutes.
Between 1930 and 1938, Peto published many literary, philosophical and medical works.
In 1938, Peto returned to Budapest where he took refuge in the basement of a house owned by a friend. Here he spent most of his time working and playing with the daughter of his hostess who had cerebral palsy.
His institute, the National Institute of Motor Therapy officially opened in 1952. Instead of following the medical model of providing therapies, Peto created a framework for an educational model in which children with disabilities could have an education that met their particular physical and intellectual needs.
WHAT IS CONDUCTIVE EDUCATION?
Conductive Education is a special education for children and adults with motor disorder. It was initially developed for the need of children with Cerebral Palsy but it is appropriate for any condition when the central nervous system affects the ability to coordinate and control movements.
In childhood this includes cerebral palsy, dyspraxia and in adult age multiple sclerosis, stroke head injury or Parkinson's.
The system of the conductive-education is complex.
Conductive Education is not a cure, or a treatment, or a theraphy, or a series of excercises.
Conductive Education is an educational approach where the individual is an active part in the learning process. It improves the body control, increase confidence, motivation and general well being. Embraces learning development of movement, balance, speech, mental abilities, self care simultaneously not separately. There is a focus on the total development of the child with particular attention to the integration and development of motor, intellectual social and academic skills.
Conductive Education is a partnership between the educators called conductors and learners to create circumstances for learning and with the help of motivation the children get committed to their own learning. Conductive Education approaches problems of movement as problems of learning. We think that everybody is capable of learning if the approach is appropriate.
Conductive Education can be directed towards all age groups but it is important to start as early as possible. Conductive Education is not a couple of hours training but an all day, all life ongoing learning process as the children have to apply the skills that they practiced during Conductive Education sessions in everyday activities.
Conductive Education is taught by conductors.
The Conductors employed by THE CHILD CARE ACTION TRUST are all Hungarian and they all have trained and qualified at the International Peto Institute in Budapest.
The responsibilities of a conductor:
· Organise and deliver the conductive programmes
· Create situations and learning environment which encourage learning and progressing
· Focus on what the children can do and build on these abilities
· Give clear guidance and support
· Provide motivation to help improvements
Important concepts in Conductive Education:
The programme is planned on a daily basis and focusing on the individual needs. The daily routine is structured where each of the task series are amied at preparing for the following task and building on one another. The daily routine includes and covers all areas like task series, self care, play activities and cognitive programmes etc.
The group setting is the best learning environment for children. Greater interpersonal and social facilitation is possible in the group. The conductor uses group dynamics to motivate the group and the members of the group are able to learn from each other. Most of the activities are based on group, while focusing on individual needs. The main consideration in establishing a group is diagnosis, condition, age and cognitive level.
Task series are based on functional movements and on their elements which are practiced through a variety of activities in different positions. The conductor develops the task series to meet the individual needs and goals. It is important to provide and plan realistic and achievable tasks which help the children to succeed.
Lying programme-Standing programme- individual programme- Free sitting and fine manipulation program.
Achieve the biggest result with minimal aid.
This is the way each child is assisted manually or verbally to successfully accomplish a task. The conductive education uses minimalist aids. Each child receives a different type of facilitation with the goals of learning independence, experiencing success and discovering their maximum potential.
It is a method when a participant is using speech to express an intention that is followed by a movement. Rhythmical intention is preparing the Central Nervous system for the action and the motor memory is being reinforced by it.
It is helping the activity, the focus and giving rhythm for the movements. The rhythmical intention is varied depending on the diagnosis and condition.
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