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

The primary goal of Conductive Education is not the development of motor functions in a strictly biological sense but the development of the entire personality, which will then lead to improvement in function(s).

Conductive Education also seeks to prevent a lack of experience and negative learning because of physical limitations; teach a new way of perception and co-ordination; guide participants to become and remain active and as independent as possible.

Conductive Education aims to teach motor disabled people a way of living, which enables them to overcome their difficulties and reach their full potential.

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.