Five important elements are required in order to facilitate the process of conductive education:
The conductor
The programme
The task series
Intention / Rhythmical Intention
The group
1: The Conductor
This is the professional who delivers the programme.
Have an intensive four year University based ‘hands on’ professional training
They are responsible for the initial assessment, organisation and delivering the programme
They create situations that encourage learning and problem solving
They observe each persons’ performance and modify the programme and timetable according to their needs
They concentrate on the positive to ensure that the individual meets with success and feels the effort is purposeful and worthwhile
They give clear guidance, support and a sense of direction
2: The Programme
This is often described as complex but can be thought of as a planned learning programme.
Is a planned day by day programme of learning and practising
Each days programme starts with waking and finishes with sleeping
For many this includes getting out of bed, going to the toilet, washing and having breakfast
It includes all the activities included in a daily routine
For school children it embraces academic lessons, playing with peers, eating, toileting etc.
For adults it may include the full routine of living, working, hobbies and interests etc.
3: The Task Series
The task series is the basis of the work session, which prepares children for function.
Tasks are taught, learnt, practised, generalised and used
Tasks are broken up into elements with appropriate goals
Each member of ‘the group’ works towards the successful completion of the task
Tasks are a structured part of the daily programme
Tasks are teaching tools, not a set of exercises
Tasks are developed to meet the needs of the individual
Tasks are most effective when carried out in a group
Tasks are presented in such a way that allows the individual to succeed at the same time learning a new skill or reinforcing a newly acquired one
Success lies with the individual
4: Intention / Rhythmical Intention
Is the method by which a child uses speech or inner speech to express an intention and is followed by movement, which is carried out rhythmically.
The use of language to plan, imagine, intend and implement a movement
The use of speech or inner speech to express an intention
It facilitates motor activity
It regulates the motor act
It focuses attention on the movement
And at a later stage...
It controls speed and rhythm of movement
It controls language of movement
LANGUAGE MOVEMENT AND FUNCTION
Develop together - are taught together - are learnt together -
5: The Group
The basic unit in which the participants may be matched for ability and age.
With children...
They learn not only from their conductor but from their peers
They are encouraged to become ambitious to succeed
The group socialises the child to avoid adult orientation
The group encourages each to wait for attention or conversely to ask for help
The group members are aware and observe other children solving similar problems
The group members know the progression when the immediate problem is solved
The children are given the chance to be responsible for themselves
Praising one child encourages another.