Conductive Education
Conductive Education at Carson Street School
Committed To Inclusion Through Early Intervention
Special Thanks to the Conductive Education Centre of Western Australia (CECWA)
The school would like to acknowledge the partnership which has developed over the past 10 years with the Conductive Education Centre of Western Australia (CECWA) which aims at improving programs and practices.
CECWA shares our mission to provide and promote Conductive Education as ‘best practice’ for children with physical impairments across the metropolitan area.
What is Conductive Education
Conductive Education is a holistic education system for children and adults with motor difficulties and allied needs, developed by Hungarian Professor Andras Peto and his colleagues at the International Peto Institute, in Budapest, Hungary.
Conductive Education views motor disorders as a potential learning disability due to the effect such problems can have on a child’s ability to explore and interact with their environment independently and spontaneously.
Conductive Education sees the child as a whole, recognising that each area of development impacts on the next. Physical skills, play skills, communication, social interaction, exploration and self care skills are all developed within a fully integrated programme, planned by the Teacher-Conductor.
What are the features of Conductive Education
The primary goal of Conductive Education is to develop the child’s personality - to develop an “orthofunctional personality”. That is, to teach the child the ability to cope, to adapt to new situations and to be spontaneous.
Essentially, it is about developing a “can do” attitude - an active, problem solving approach to life and an adaptable, flexible nature in order to cope with the daily challenges life throws up - from walking, dressing, eating and personal hygiene to communicating, exploring the environment and engaging with activities and resources across all learning areas.
The key to success and independence is to instil in the child both a desire and an expectation to exert independence.
Parents and families are encouraged to be actively involved in the programme so that they can help the children transfer the skills they are learning at school into their daily routine. By using the principles of Conductive Education across the whole day, the “can do” approach becomes a way of life for the whole family. The child’s confidence, desire and ability to be active, independent, problem solving learners will grow and grow.
What CE Programs are available at Carson Street in 2010?
Conductive Education Parent & Child Groups.
This is earliest intervention for very young children (0-4 years) with motor disorders who attend and learn alongside their parents, run by a Teacher Conductor and supported by a Speech and Language Specialist.
School Aged Conductive Education Classes
Teacher Conductors run programs for Kindergarten to Year one aged students with motor disorders, with support from a Speech and Language Specialist.
Aspects of Conductive Education
Several other primary school aged classes for students with motor disorders, use aspects of Conductive Education. This means they are run by teachers with experience of working within a CE model, who are supported by a teacher conductor and Speech and Language Specialist for part of the week.
The Conductive Education Coordinator determines which students are appropriate for which type of intervention after careful evaluation.
Images by shoot4u | Email: [email protected]
Committed To Inclusion Through Early Intervention
Special Thanks to the Conductive Education Centre of Western Australia (CECWA)
The school would like to acknowledge the partnership which has developed over the past 10 years with the Conductive Education Centre of Western Australia (CECWA) which aims at improving programs and practices.
CECWA shares our mission to provide and promote Conductive Education as ‘best practice’ for children with physical impairments across the metropolitan area.
What is Conductive Education
Conductive Education is a holistic education system for children and adults with motor difficulties and allied needs, developed by Hungarian Professor Andras Peto and his colleagues at the International Peto Institute, in Budapest, Hungary.
Conductive Education views motor disorders as a potential learning disability due to the effect such problems can have on a child’s ability to explore and interact with their environment independently and spontaneously.
Conductive Education sees the child as a whole, recognising that each area of development impacts on the next. Physical skills, play skills, communication, social interaction, exploration and self care skills are all developed within a fully integrated programme, planned by the Teacher-Conductor.
What are the features of Conductive Education
- The group and its dynamics provide a motivating and supportive learning environment where students learn from and alongside peers.
- The integrated programme/daily routine is structured to meet each child’s needs within the group. It provides consistency, continuity, and reinforcement through opportunities to transfer skills across the day.
- Rhythmic Intention is a strategy used whereby speech, language and song assist children to learn to regulate movement.
- The Task Series is a teaching tool used in Conductive Education. It is a series of tasks designed to develop children’s ability to control their movements to change place and position in a purposeful way, whilst learning transferable problem solving and communication skills through age appropriate play and conceptual activities. The Task Series provides the framework for delivering a balanced curriculum.
The primary goal of Conductive Education is to develop the child’s personality - to develop an “orthofunctional personality”. That is, to teach the child the ability to cope, to adapt to new situations and to be spontaneous.
Essentially, it is about developing a “can do” attitude - an active, problem solving approach to life and an adaptable, flexible nature in order to cope with the daily challenges life throws up - from walking, dressing, eating and personal hygiene to communicating, exploring the environment and engaging with activities and resources across all learning areas.
The key to success and independence is to instil in the child both a desire and an expectation to exert independence.
Parents and families are encouraged to be actively involved in the programme so that they can help the children transfer the skills they are learning at school into their daily routine. By using the principles of Conductive Education across the whole day, the “can do” approach becomes a way of life for the whole family. The child’s confidence, desire and ability to be active, independent, problem solving learners will grow and grow.
What CE Programs are available at Carson Street in 2010?
Conductive Education Parent & Child Groups.
This is earliest intervention for very young children (0-4 years) with motor disorders who attend and learn alongside their parents, run by a Teacher Conductor and supported by a Speech and Language Specialist.
School Aged Conductive Education Classes
Teacher Conductors run programs for Kindergarten to Year one aged students with motor disorders, with support from a Speech and Language Specialist.
Aspects of Conductive Education
Several other primary school aged classes for students with motor disorders, use aspects of Conductive Education. This means they are run by teachers with experience of working within a CE model, who are supported by a teacher conductor and Speech and Language Specialist for part of the week.
The Conductive Education Coordinator determines which students are appropriate for which type of intervention after careful evaluation.
Images by shoot4u | Email: [email protected]