What is Conductive Education?

Conductive Education (CE) is an educational program created to teach movement and problem-solving skills. The method is an intensive multi-disciplinary approach designed to enable individuals with motor disorders to achieve the most active, independent life possible. CE enables participants to become more self-reliant in daily activities through specialized, active learning. Conductive Education was based on the principle of neuroplasticity, the process by which the brain creates new pathways for sending messages to the body, rerouting around damaged paths. These pathways are created through active learning during programs called Task Series (wherein difficult tasks, like walking, are broken down into more achievable parts, like weight bearing and bending alternating legs). The new pathways allow an individual to perform daily activities, such as walking, dressing, eating, and playing with greater independence.

The independence gained through CE is not just limited to physical achievements but includes, communication, academic, and social and emotional development.

Who can benefit from CE?

Children and adults with:

Cerebral Palsy

Spina Bifida

Genetic conditions

Multiple Sclerosis

Stroke

TBI/Head injury

Undiagnosed motor disorders

 

What areas does CE address?

Gross and fine motor

Mobility and balance

Strength

Flexibility and range of motion

Communication and speech

Social development

Daily living skills

Problem solving

 

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Conductive Education is not a “cure” for disability or a quick fix. During CE sessions, participants work hard to train their brains to work in new, more effective ways. This hard work pays off, leading to long-term skill development that increases independence and quality of life.

 

Conductive Education is based on the following principles:

 

Integrated Learning

Conductive Education is the only approach that addresses all areas of development: gross motor, fine motor, daily living skills (dressing, eating, transfers), speech and communication, social skills, emotional regulation, motor planning, and cognitive development. In CE we look at 100% of the child, 100% of the time. We also desire to work alongside other therapies by maintaining an open dialogue with your child’s other therapists and teams. Working together is the best way to ensure your child meets their potential.

 

Rhythmic Intention

The first step of carrying out a movement is creating the internal intention for that movement. This is an automatic process for most people, but not for those with neurological conditions. Rhythmic Intention (RI) is the method by which an individual uses speech or inner speech (for those who cannot communicate verbally but can learn to “speak” to themselves), to express an intention, which is then followed out by a movement that is carried out rhythmically. Typical motor patterns have a natural rhythm conducive to functional movement, RI is a way of facilitating individuals with motor disorders to achieve that rhythm.

The Conductor

Conductor-teachers “orchestrate” the child’s learning by integrating movement with communicative, cognitive and sensory learning. Using music, games and apparatus that aid movement and the student’s desire to achieve simple tasks, children develop and maximize functional independence through goal-directed activity, verbal cues, and group dynamics.  Conductors work to transfer the skills kids are learning in our program to their daily lives. They look at the child in the context of their full-day - eating, sleeping, playing, dressing, self-care, and school.


Group Work

Group work provides a variety of benefits including: the opportunity for social interaction, increased motivation, healthy competition, peer support, and scaffolding (the opportunity for each child to learn from others and teach others). Our groups are typically comprised of 4 to 8 kids with a staff to child ratio of 1-1 or 1-2. The group creates a dynamic atmosphere for learning that increases motivation, which is instrumental for success. Children are often willing to try activities in a group that may be too intimidating in a 1-to-1 setting. Each child’s individual goals are addressed within a group  environment.                                                                                                                                                                                                         

The Active Daily Routine

A Conductive day is based on the Active Daily Routine (ADR) which creates a structured framework for learning and ensures all areas of development are addressed. The ADR includes both Task Series and the transitions between them. Time “between” programs is carefully planned in order to promote active learning throughout the day. Toileting, transfers, eating, and dressing are all part of the overall routine of  the day and are intentional opportunities for the  kids to use the skills they have learned in a task series in a real-life situation. If a child is not able to use a skill in their daily life it will not be beneficial. The Daily Routine ensure that all of the  skills a child is learning are integrated into functional activities in their lives.

The Task Series

The Tasks Series provides the building blocks for functional movement by teaching small actions and movement strategies in various positions (lying, sitting, standing). Tasks in a Task Series are not exercises, but rather functional movements or activities that are   broken down into small achievable steps. Each small achievement increases a child's confidence and creates motivation for the next task. Through the Task Series an individual will learn how to bend and stretch their legs, open and close their hands, lift and turn their head, etc. These simple movements can then be used in functional contexts like eating and dressing.

 

History of Conductive Education

Dr. András PetÅ‘, a physician and educator, developed Conductive Education in Hungary in 1945. His method pioneered a new way to rehabilitate children and adults with motor disabilities due to damages to the central nervous system. While other children learn physical movement through assimilation within their peer groups, the motor disabled child must be taught to develop these same movements as a skill set. Dr. Peto believed that problems of movement were due to problems of learning and that an individual with a motor disability could learn and develop functional movement through active participation in motor tasks.

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Get in Touch

Mailing Address
PO Box 746297
Arvada, CO 80006
 
Arvada Location
6245 Garrison Street
Arvada, CO 80026
 
Loveland Location
240 Barberry Pl
Loveland, CO 80537
 
Phone
970-667-0348
 
Email

 

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