Conductive Education

What is Conductive Education?

Conductive Education is a system of education for children and adults with physical and multiple disabilities originating from damage to the central nervous system. This system of education was pioneered in the 1940's in Budapest, Hungary by Dr. Andras Peto (1893-1967).

Conductive Education seeks, through a holistic approach, to develop spontaneous and innovative problem-solving skills in people with physical disabilities to assist their maximum integration into society. Central to the understanding of Conductive Education is the concept of "orthofunctioning," which refers to the learning process of achieving an active, independent, motivated approach to the problems of everyday life. The individuals are developing a positive approach to learning: they will have expectation that they can achieve their aims (intentions) with persistence and a knowledge of their own potential. The individuals learn to learn to find their own solutions.

Aims of Conductive Education:

• To conduct the personality to achieve activity, problem solving, self-expression, spontaneity.
• To teach a new way of coordination and perception.
• To prevent a lack of experience and negative learning.
• To teach a way of living.

Principles of Conductive Education

1. Conductive Education approaches physical disabilities from an education rather than a medical or paramedical perspective.
2. Human development in children with physical disabilities should be encouraged in an attempt to master their environment rather than environments be adapted to cater to their needs.
3. 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.
4. Specific motor development occurs through activities which are more than mechanical exercises - they are models of how to solve problems and become independent learners.
5. It is the especially trained teacher's (or Conductor's) role to facilitate this process, by ensuring that teaching and learning are appropriate for a child's particular development level, intellectual ability and personal characteristics.