Conductive Education for the Motor Disabled

Sunday, January 30, 2011

Any questions or comments?

2 comments:

ArturFebruary 1, 2011 at 6:26 PM
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JennyFebruary 3, 2011 at 9:55 PM
I am a parent of a 23-month old boy with mild CP. Zsuzsi came into our lives at a time when we were facing a great deal of uncertainty about his diagnosis and what it would mean for him. She helped us face the facts with a great deal of compassion and optimism, stressing all that our son could and would achieve with hard work and high expectations that he could do for himself. She made herself available in person, via Skype, and on the phone as we created a daily routine for him. This routine incorporated not only innovative exercises paired with engaging songs and rhythms, but creative approaches to daily living tasks that allowed him to do for himself. Now, he can put on his own hat, pull his shirt over his head, pull up his pants, which not all 23-month olds can do! He also wipes the table, "walks" to the car before an outing, and will soon learn to get himself out of bed. We have the greatest hopes for our little guy and greatly value Zsuzsi's input as a member of his rehabilitation team. Her expectations are high, but our son loves her because her kindness, compassion, and creativity illuminate the way....
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WHY WOULD YOU CONSIDER CE FOR YOUR CHILD?

• YOUR CHILD HAS CEREBRAL PALSY OR UNDIAGNOSED MOTOR DEVELOPMENTAL DELAY, AND YOU WISH FOR THEM TO GAIN MAXIMUM INDEPENDENCE.
• YOU WOULD LIKE TO APPLY CREATIVE TECHNIQUES TO HELP YOUR CHILD LEARN DAILY LIVING TASKS WITH THE LEAST POSSIBLE ASSISTANCE (E.G., GET OUT OF BED, SELF-FEED, ETC.).
• YOU FEEL THAT YOUR CHILD IS CAPABLE OF MORE THAN HE OR SHE HAS ACCOMPLISHED IN SCHOOL OR OTHER SETTINGS.
• YOU FEEL THAT YOUR CHILD’S AIDE IS DOING MOST OF THE WORK AT SCHOOL INSTEAD OF YOUR CHILD DOING IT FOR HIM OR HERSELF.
• YOU ARE CURIOUS ABOUT A COMPLEMENTARY THERAPEUTIC APPROACH BASED ON SOUND PRINCIPLES AND RESPECT FOR CHILDREN’S ABILITY TO LEARN.

Principles of Conductive Education

1. Conductive Education approaches physical disabilities from an educational rather than a medical or paramedical perspective.
2. Human development in children with physical disabilities is encouraged by helping them master their environment whenever possible, rather than adapting the environment to cater to their needs.
3. CE focuses on the total development of the child with particular attention to the integration and development of motor, intellectual, social and academic skills.
4. Learning and development are maximized when individuals determine their own goals and are highly motivated to reach them.
5. Specific motor development occurs through activities which go beyond mechanical exercises. These activities become models for problem solving and independent learning.
6. It is the specially trained teacher's (or Conductor's) role to facilitate this process, by ensuring that teaching and learning are appropriate for a child's particular developmental level, intellectual ability and personal characteristics.