CE is a holistic educational approach, not a form of therapy, writes Shleena Lee.
Conductive education was developed in the 1940s in Hungary by Professor Andras Peto. He assessed anyone with a neurological condition, such as cerebral palsy, in terms of their body and their personality. His approach showed how support and facilitation can make physical movements easier, which in turn ignites a desire to move, leading to an increased ability to be active. Conductive education recognises how neuroplasticity (the forming of new connections in the brain) allows us to learn despite neurological damage, and its ethos is to teach rather than treat, using the neuroplastic properties of the brain to re-learn the impaired function that has been lost.
CE is not medically-based, but task oriented. Its effectiveness for children and young people with cerebral palsy stems from a belief in their potential. Peers work in groups to motivate one another to problem solve and share successes. Social interaction and learning together are key components, particularly where children have little or no contact with their peers outside school. In a school setting such as Pace, a Conductor enables children and young people to view themselves in a positive way and develop a solving and enquiring mind.
Problem solving ultimately has to come from the children themselves, creating their own desire and inner intention to achieve the task or goal they have been involved in setting. This self-belief itself can have extraordinary impact.
Conductive education is movement based, with a strong emphasis on rhythm supporting the challenges of the child’s physical movement, integrated with rhythmical intention to support active movement. Movement is the vehicle that Conductors use to teach the children meaningful life skills so that they can become more independent, or can play a part in those skills rather than simply having things done for them.
Conductors lead structured daily programmes called ‘task series’. Each task series is a teaching tool, focused on the children using their cognitive skills to overcome physical challenges in a series of movements which are carried out in a variety of positions. They are functional movements and activities which are broken down into small achievable steps, so that the children learn a new skill or reinforce one that they have already achieved.
and gives them the steps to achieve it.
The daily routine is highly planned, and it is structured to meet the individual goals of each child and young person in the group setting. A typical day will include active, gross and fine motor movements and mobility, as well as activities of daily living and communication.
Conductors at Pace school work in transdisciplinary teams with teachers, specialist learning support assistants, occupational therapists, physiotherapists and speech and language therapists. Their shared expertise and best practice is brought together in a fully integrated curriculum with the objective of ensuring pupils achieve their potential and become as independent as they are able to be. Conductive education is a fundamental part of the ethos at Pace because it emphasises children’s potential. It fosters a ‘can do’ attitude, where children are challenged to try new things, with the focus on being active and intentional. This directly relates to our key vision for all of the children and young people with a neurodisability to reach their fullest potential.
Author: Shleena Lee
Shleena Lee
Shleena Lee joined Pace as a Conductor Teacher after studying Conductive Education and Psychology with a certificate in education.
Website - thepacecentre.org
Twitter – @thepacecentre
Facebook – @thepacecentre
Instagram – @thepacecentre
LinkedIn – https://www.linkedin.com/company/the-pace-centre-limited/
