How does Conductive Education work and what does it aim to achieve?

A person with a motor disorder can be habilitated/rehabilitated by learning to use the extensive residual capacity of their brain. Dr Andras Peto based his methods on the belief that the brain's capacity could form new, activity dependent, synaptic connections to compensate for damaged areas of the brain, thus enabling learning to take place (Hamori, 1997). The phenomenon of neural plasticity is strongly supported in recent neurological research. See for example, Thompson (2000).

An understanding of the normal functional level for a person's particular stage of development is needed if individuals are to be taught the appropriate skills. By learning the appropriate task for their level they can stimulate the undamaged part of their brain to take over control of that function.

In Conductive Education the daily routine is based on a system of requirements designed to encompass the basic skills needed in everyday life. In their daily routine, groups of individuals with a motor impairment are challenged with the same daily activities and expectations which society places on their able bodied peers. Therefore the conductive curriculum will vary according to a person's age and ability.

In Conductive Education learning is not structured around specific subjects at specific times. Learning is holistic and individuals are taught, for example, to speak, read, draw, write and sing throughout the day. Children may read their own name on the plinth on arrival, may select individual letters from their name as part of a motivational game in a "standing programme" and have a reading lesson in the afternoon, where they choose their own book. Learning is integrated, purposeful and generalised throughout the day, ensuring ample opportunity to learn a particular skill in many different situations, using many approaches.

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The learning involved is based on normal development but not on a rigid structure. It is based on an educational theory of 'how people learn' and uses verbal self-regulation of movement and rhythm (Russell and Cotton, 1994).

Short-term objectives are devised as a means of achieving long-term goals. Each person experiences success in relation to the tasks and they are not forced beyond their capabilities. In group activities the people seek and are guided towards their individual solutions to the problems presented.

Motivation is an essential component to the success of Conductive Education and is achieved through creating a stimulating and interesting environment in which learning can be maximised. Examples include age appropriate songs, games, working as part of a group and the setting of specific aims and goals for the individual to strive towards. The programme is planned so that each session incorporates something new.