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UNDERSTANDING CONDUCTIVE EDUCATION
Conductive Education is a system of education specifically designed for children and adults who have motor disorders (problems with movement) of neurological origin (damage to the movement areas of the brain). It is based on the premise that the person who has a motor disorder does not have a medical condition requiring treatment, but rather a problem of learning requiring education.
The system pioneered in Hungary by Professor Andras Peto (1893-1967) approaches a physical disability from an educational rather than a treatment perspective. The practice has not been well documented; in fact Peto bequeathed a living practice not a well documented theory.
Conductive Education provides children with a variety of active learning experiences, which leads them towards understanding their own difficulties and a move towards independence, an holistic and integrated system of learning that addresses the physical, cognitive, social and emotional needs of the child in a simultaneous manner. Conductive Education was developed to take into account the different learning needs of a child who has a motor learning problem. It offers a structured learning environment where the child becomes an active participant in their own learning and thus, learns to adapt and adjust to their natural and social environment.
The whole educational experience offered by Conductive Education is summed up in a quote from Peto “Do not ask what can I do to help but rather what the child can do to help himself”. He saw it affected the whole personality development. Peto’s principle is that the ability to participate is more important than intelligence scores and thus, the foundations of his work are rooted in the basic principles of human learning, that is, learning is conscious and active and occurs through social interactions.
Every activity within a child’s day is regarded as an opportunity for learning and for the child to make progress towards achieving a greater degree of independence through a set of realistic achievable goals. All activities therefore provide contexts for children to learn, practice, generalise and transfer skills.