How does Conductive Education differ from other methods of rehabilitation?

THE GROUP

A major characteristic of Conductive Education is that individuals with a motor impairment work in a group environment (Russell and Cotton, 1994). The benefits of working within a group are numerous and it has the potential to motivate a person as well as providing an environment in which to develop social skills and friendships. While working in a natural class environment the Conductor ensures that the individual needs of each person are met through differentiating all aspects of learning. This ensures that each person is achieving success and progressing towards their own level of independence.

People are motivated to work by the desire to interact with their peers and meet their own needs. This makes the group process very important in assisting progress at an individual's optimum pace. A person's success is never at the expense of another's failure. The Conductors watch out for each small achievement and reinforce this for the individual concerned, often using the support of the group to emphasise the results.

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TASK SERIES

The task series provides the opportunity for individuals to develop their own solutions to the problem of achieving developmental goals. The results are best achieved through purposeful activities. Task series are not exercises to be carried out to achieve standing or walking, they are part of the total cognitive process used by individuals to solve the problems of developmental tasks which have been interfered with through cerebral damage. Conductive Education is not a process of learning to carry out functions so much as learning to solve problems in the daily routine.

The Conductor sets appropriate goals and breaks the tasks up into small achievable steps. Although each member of the group works towards the successful completion of a particular task, individuals work at their own level and to their own potential. The Conductor guides and encourages the individuals as they progress towards their goals.

FACILITATION

Facilitation encompasses the Conductor's role in selecting the appropriate tools for learning, be they methods, physical assistance, reinforcement etc, to assist individuals in reaching their goals. Facilitation is a flexible means of providing assistance to support an individual's active participation in an activity and to enable an individual to achieve success.

INTENTION

Facilitation highlights the importance of intention in the learning process. Intention is a significant characteristic of human behaviour - a powerful initiative resulting in a decision to act. It is made up of the combined energy of will, effort and an internal rhythmic harmony. The essential requirements enabling someone to do something are intention, knowing how to realise that intention, and being able to do so. Only those who can reach an intended goal are able to perform an action. Conductive Education uses natural pace and rhythm to translate intentions into actions.

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MOTIVATION
Learning requires active participation and willingness - it is a process not a product, so the individual must consciously choose to participate. This requires motivation which is developed and fostered in Conductive Education with the aim that the desire to learn is internalised by the individual. Self-motivation is extremely important with adults.

Conductive Education works on the premise that a positive attitude and the desire to succeed are important elements in stimulating the brain to make a movement possible. Hence the importance of nurturing, motivation and basic educational principles are recognised in the way movement is taught in the Conductive Education system.