About us

Conductive Education in South Australia

1992 – Sister Johanna Cash set up the Adelaide centre for Motor Disorder.
1994 – The program was shifted to Kidman Park Primary School where a conductor was working. The National Association for Conductive Education (NACE) helped to raise funds for this position
2003 – Two Conductor positions were created by the Departmemnt of Education and Children’s Services.
2010 – The Natonal Association for Conductive Education (NACE) becomes Conductive Education SA (CESA)
2013 – A third conductor will comence, employed by Department of Education & Child Development

Where does C.E. come from?

The founder of Conductive Education was Dr. Andras Peto (1893-1967), a Hungarian physician. He studied medicine in Vienna then moved back to Hungary in 1968 and started to work with children with motor disorders.

He challenged the perception held by medical professionals of his day with the idea that motor disorders were not medical conditions that needed treatment.

He opened up the way of thinking that considered important the placing of people in society rather than segregating them. Peto was the first to regard handicap as an educational problem.

What are the Principals of Conductive Education?

  1.  Conductors
  2.  The Group
  3.  Motivation and Rhythmic Intention
  4.  Task Series in a Daily Routine
  5.  Facilitation

 1) Conductor

Peto called his colleagues CONDUCTORS. They receive four years of training in areas of education, psychology, anatomy, neuro-anatomy and speech therapy. Much of the training is practical work in groups led by experienced conductors. They are generalists whose role is to act as a channel or”conductor” by which all the unsynchronised activities of the child may be brought together into smooth harmony.

The Peto Institute in Budapest, Hungary, is the main training centre for conductors worldwide.
 2) The Group

The Group is the organisational framework for C.E. It gathers the children into a small homogenous community to provide a structured setting where the children are challenged and strive together to develop their motor skills. In a group, a variety of motivational activities are used including songs and games. These encourage and motivate each child to participate while also developing social and interpersonal skills.

A positive approach is adopted as much as possible. Positive comments reward the child when his/her behaviour is directed towards the current goal.

Successes by an individual are recognised by name and he/she is pointed out as an example to others.

 3) Rhythmic Intention

Rhythmic Intention is the use of language and rhythm to guide all activities.

Sounding out the action or using internal speech.

The personal pronoun “I” is used to help the child accept responsibility for the action.

Verbalisisng helps to identify the movement and the target of the movement.

The counting gives time to sove the problem.

 4) Task Series and the Daily Routine

The task series is the step-by-step motor based program that forms the strucure for the group setting. It is designed following the conductive observation by the conductor.

These tasks are not excersises but problem solving from a variety of positions: lying, sitting, standing.

Each task is holistically designed to include body movements, spacial orientation, body awareness and age appropriate verbal concepts.

Daily Routine – the conductor designs and uses a set routine that includes all aspects of daily living. The everyday routine helps the child feel secure in time and place.

 5) Facilitation

Facilitation is the assistance necessary to allow the child to attain a goal.

C.E. uses a variety of facilitations such as: rhythmic intention, conductor’s hand, furniture (a grasp bar to stabilise with), arm or leg wraps and motivation.