Parents are provided an environment to learn with their child in the Parent & Child program, which is for the youngest children. Overall the decision to have parents in the classroom, made by the conductor team includes several factors, such as the age of the child and the child’s/family’s needs.
The program works with the whole child; that is, the child’s developmental needs are addressed from a cognitive, psychological, emotional and physical perspective. After the child is assessed by a conductor, parents, the child and the conductor decide on specific goals for the child. Each child’s route and timeline toward maximum independence depends on many factors, including the support of the family, the child’s motivation, the type and severity of the disability and the age of the child. At the end of the session extensive reports are produced detailing methods and strategies used with the child. Each activity is described and photo documented. These reports are sent home for use with all care givers involved with the child. This helps insure continuity and continuation of CE principles even after the child is discharged from the program.
Conductive education uses the dynamics of group interaction. This setting provides the opportunity for children to motivate and learn from each other, while in an age appropriate setting that allows social interaction.
Parents should encourage the child to use the movements learned in class that improve the everyday functioning of the child. An example of these life skills would be for parents to give the child the opportunity to use silverware when eating, instead of a parent feeding the child.
Conductive education works best with about 80-90% of the child population that has cerebral palsy, spina bifida or traumatic brain injury.
The program is planned daily with age appropriate academic themes and motivation techniques of repetition, music, singing, and game-like activities in a group setting. A child’s educational environment includes daily living skills of eating, toileting, putting on shoes and socks, etc. Children respond positively to these activities.
Conductors have been trained at Aquinas College in a POHI teacher program or at the International Pető Institute in Budapest, Hungary. These teachers all have elementary education and special education credentials, which are recognized in the U.S. While the conductors are not credentialed therapists, the training received at Aquinas and the Pető Institute parallels many parts of what physical, occupational and speech therapists receive.
Yes. Please go to the “Success Stories” area of the web site. This section provides a series of letters from parents speaking about their child and the program.
Yes, there are other programs in the U.S., but the Conductive Learning Center has the only program directed and supervised by the International Pető Institute.
Yes, there are doctors in the U.S., who have provided written support for conductive education. Locally, the Conductive Learning Center collaborates with Mary Free Bed Hospital in providing services to children enrolled at Conductive Learning Center.
Yes, many of our out-state and out-of-state parents stay at the local Ronald McDonald House or area hotels, offering discounted rates, while their child attends a scheduled intensive session of four to eight weeks in length.
To provide opportunities for individuals with motor challenges to achieve optimal physical, cognitive, and social independence through the application and promotion of conductive education principles.