Findon High School

Conductive Education (CE), was founded by András Peto in Hungary,and is a “Holistic system of teaching and learning for people with motor disorders such as Cerebral Palsy”.

The FindonHigh School
Special Needs Unit follows
the principals of Conductive
Education, whilst being
imbedded into the High
School Curriculum.

 It is a unique program that provides this holistic learning model for students with minor physical disabilities as well as those with severe and multiple disabilities. 

CE is conceived as a partnership between Educator and learners to create circumstances for learning-
It is an all day learning process.

 There are 6 elements of Conductive Education that each student follows every day while at FindonHigh School.

The Group – Daily Routine – Rhythmic Intention – The Conductor -Facilitation – The Task Series

The GroupBy working within a ‘social’ group setting, the students become motivated to complete tasks, encouraging accomplishments, and supporting and promoting confidence and effort.

Daily Routine – The activities allowing
– continuity,
– consistency
– reinforcement
– generalisation
Rhythmic Intention – Rhythmic intention is a verbal cue providing the student with instructions for movement and a time frame in which to complete it. The Rhythmic intention allows the student to learn inner language in order to independently voice motor directions to them, ultimately incorporating these motor patterns into everyday life.

The Conductor
– The Conductor is a trained professional who is a teacher and a conductor designing, planning and implementing the various task series for each group and individual based on the student’s abilities.

Students may require some help in order to complete some tasks this is
facilitation or “help”. Students may have a plinth or ladder, arm bands or leg
wraps to help or physical assistance (“Hands on”) and verbal prompts.
The Task Series – These teach motor tasks learned spontaneously by students without motor disorders.  The skills required for a particular motor task are broken down into smaller steps and learned within the lying task, sitting task, standing task and hand task series.

As well as the 6 elements of Conductive Education there is also components that focus on the individual students:

WHOLE PERSON FOCUSConductive Education focuses on the whole person, recognizing physical, social, intellectual, and emotional aspects of learning. Ultimately, Conductive Education assists the complex development of the individual.
ACTIVE PARTICIPATION – A student needs to have active participation of passive exercises or patterns that are the same. Each student is expected and encouraged to do as much as possible for themselves!
CONTINUITYConductive Education, continuity is necessary to reinforce a new skill. Opportunities are provided for students to practice emerging skills not only in specific learning situations at school, but for Life Long Learning and participation.