Conductive education

Conductive Education is a complex conveyor system that was originally developed by the Hungarian doctor András Pető for children and adolescents with cerebral movement disorders and adults with Parkinson's disease under the name of Conductive Education and Conductive Education.

• 2.1 influences
• 2.2 Objectives of Conductive promotion
• 2.3 Target Groups
• 2.4 methodology

• 3.1 Vocational training for PtK in Germany

Basics and History

The term was coined by Karin S. Weber under the first German pilot project - extended for Conductive promotion and has become so well established in German-speaking countries (1990, 1992). Pető itself has not described the documentation of Conductive promotion systematically. Maria Hári, Peto's pupil and successor in the leadership of the Pető Andras Conductive Education Institute of the Motor Disabled and Conductors College, has kept the spirit of the practice petos in a history of Conductive Education.

The Conductive Education sees itself as an inseparable unity of education and therapy. The motor support is only part of the concept, in which the disabled person is promoted in his social, emotional, language and cognitive skills. The focus is not the disability of a person, but his personality. The disability is seen as a learning problem that can be overcome, but not curable. It has been shown in practice that the Conductive Education is also suitable for other disabilities.

Pető has created the profession of Konduktorin, which was officially recognized in Hungary in 1963. Derived from the Latin conducere, merge ', the Konduktorin the various skills of the individual educational, therapeutic and medical fields adds up to an individual concept. Pető has achieved recognition of the " pedagogical nature of its conductive efforts " only after years of struggle for Conductive Education in 1963 with the authorities. According to state recognition and affiliation with the Ministry of Culture in 1965 was also a now four years of higher education to be established for konduktor. In Hungary, England and Israel today female carriers are formed in a university. This career is not so far been recognized in Germany because there are separate training programs for educators and therapists here. In Germany developments are offered for professionals from the fields of education, medicine, rehabilitation and psychology to educational therapeutic conductors.

The Conductive Education is spreading around the world and in every country adjustments need to be made ​​to the country-specific systems. In Germany, the Conductive Education since 1985 by Karin S. Weber, University of Siegen, imported. In 1988 the first pilot project with a Düsseldorf Group, which was promoted at the Institute in Budapest and scientifically monitored by Weber. 1990 to 1992 was carried out on behalf of the BMA the first pilot project in Germany in the Taunus Clinic and scientifically monitored by Karin S. Weber and evaluated. As of 1994, the Conductive Education spread by concerned parents in the media. Many parents initiatives and associations emerged. For parents is important, that their children are not perceived as " personalized deficit", rather than " person who can grow and develop. " Parents involved in Germany for the development of various offers, exercised within the framework of the Conductive Education can be. , as well as for their dissemination and recognition.

Controversy

In the special sciences which Conductive Education is controversial. Since their appearance in Germany sets you up with their scientific and their transferability to the German situation apart.

Basics petos

Pető understood his approach as " Matching of Language and motor learning in the service of neuronal change." He assumed that the plasticity of the brain makes a compensation of brain damage possible. Modern brain research has demonstrated that one can understand by plasticity that "multiple sub-functions or entire functions are maintained when they are not affected by the lesion, can be replaced by a similar function or be noticeable on a detour within the neuronal circuitry can ". The cause of the movement disorder can be corrected by any therapy model.

The cerebral -related motor, sensory, or multiple disabilities may be acquired both innate and later. The sensory, motor, psycho- social and cognitive- linguistic development process, which apparently automatically gets underway at the non-disabled infant is not freely be expected from a cerebral injury to the brain or certain skills are not available. The existing, mostly reflex repertoire can not be developed further and dysfunctional movement patterns and behaviors build up. " Damage to the central nervous system affects as a learning obstacle that affects all Entwicklungs-/Lernprozesse and thus captures the whole personality. " Accepting this view, it would mean that in case of early promotion new, adequate movement patterns can be learned and differentiated.

Pető was the conviction that one can not separate from other developing areas of the motor development processes. Promotion had to be cross-linked in his view, and include perception, language, cognition and motor skills. The goal was to combine the reality of life of the child with the motor learning: "... the therapy, no matter how good it is, [ does not help ] if it is not embedded in all areas of life " This Pető was in contrast to then current. therapy views, who knew only a " superficial treatment of the disability movement without investment by the patient."

Influences

About the influences on Peto's basic assumptions Much has been written. In its library are works of Hippocrates, Paracelsus, hoof and Cannon. His view of the curability of disease he has represented under a pseudonym in two books. He received important impulses from the Russian cultural-historical school of Luria, Vygotsky and Leontiev, who saw movements as targeted components of operations and actions towards an activity or a subject in its activity theory. The child should be encouraged to work. This leads to mutual influence of child and environment. Emotions, perception and motivation are related events. A goal-directed action consists of individual parts of the movement act that can be automatically retrieved more or less. This acquisition process is limited when cerebral maimed child. Vygotsky explained the "social mediation of human development ", and thus also of disability. " Petö however, Vygotsky's conception took advantage, in which he turned. , If disability is socially communicable, it's non- disability equally " By this he meant that the struggle of the infant arise with the objective world only through the mediation of adults can. In this dealing with the adults and the exercise process is concluded.

Pető recognized the weight of linguistic control functions for the cognitive learning events. Learning is self-regulating, so be verbal actions intended rhythmically in the I - form, so that the child pretending the goal of his movement itself. For Pető learning was more successful than in individual therapy in group situations, so the exercises are done in groups. Here are influences of the Russian pedagogue Makarenko, but also his lifelong friend Moreno, the founder of psychodrama suspects. The motivation of the learner and a positive learning atmosphere combined with a consistent competency- and goal- oriented approach Petö recognized as an essential prerequisite for the design of optimal learning conditions.

Objectives of Conductive promotion

The main goal of Conductive promotion is to achieve the so-called Ortho function of the disabled person. The Ortho function in the sense of Pető means depending on the severity of the disability to achieve maximum independence of auxiliaries and / or strangers. The capacity for independent living is sought. Pető was of the opinion that the impairment of the Ortho function is the result of damage to the central nervous system, with the resulting movement disorder is a learning obstacle, which can be compensated. This is to be accomplished by the natural activity of children is encouraged in order to achieve individual goals. It is not the age or intellektbezogenen deficits are stated, but the possibilities for development of the child are considered. To get from the dysfunction of Ortho function a holistic intervention is necessary.

As rehabilitation objectives:

• Development of life skills
• The maintenance and development of motor skills
• Development of perceptual and cognitive abilities
• Expansion of communicative possibilities
• Development of social and individual skills
• Dealing with the disability
• Social integration
• Positive personality development
• Optimum medical advice of parents and children

Target groups

The Conductive Education is suitable for cerebral physical and developmental disorders such as the various forms of infantile cerebral palsy, in motor development and dysfunction as well as generally for disorders of the central nervous system. The sensible use of Conductive promotion must be weighed in very severe impairment of physical capacity by developmental abnormalities of the heart and circulation, medically uncontrollable epilepsy, and severe sensory impairments or the presence of a genetically determined, progressive disease. The possibilities and limitations of Conductive promotion are less in the method itself as justified in the resources of the institution and professionals. The scope has expanded considerably in recent years: in the wedge Institute in Vienna and the Conductive Educational Center of Phoenix GmbH as well as in Hong Kong working with children with autism and perceptual processing disorders. On the promotion will be decided individually according to a preliminary investigation and subsequent discussion with the relatives.

Methodology

The conductive facilitation covers all mental, verbal, manual and physical aids and tools that are used to produce their own initiative and purposeful activity. According to Weber, 1998, p 112, facilitation can be divided into four types:

• Structural facilitation: space, time, daily routine, program structure
• Media facilitation: Petö furniture, rings, rods, etc.
• Pedagogical- psychological and social facilitation: the Konduktorin by the group
• Individual facilitation: motivation, willingness to learn, energy of the individual.

The radiation emanating from the learning group dynamics motivates the children. There are as far as possible children, adolescents or adults of a similar age, but together different motor skills in order to obtain a dynamic, active group with diverse possibilities of exchange and imitation. The conductive group is intended as an aid to setting up appropriate learning behavior, as a space for experience of identity and social activity. In the organized and consistent daily routine, the emphasis is on motor, cognitive- linguistic and creative programs that are geared to the learning of life skills: Wash hands, toilet, eating, drinking, dressing and undressing, etc. In the conveyor units during the daily routine be practiced with age-appropriate cognitive and educational content, for example, space and position changes, gross and fine motor movements, coordination and perception. In rhythmically continuous intending is achieved through the use of language at the same time objective guide to action and self- control. Simple, multifunctional usable Pető furnishings enhance the learning process.

Conductive Education in Germany

Legal status of Conductive promotion in Germany

For about 21 years, disabled children nationwide are encouraged by this concept, first as wissenschaftlikches pilot project, in the context of parental initiatives with the help of donations. Long differing case by case decisions were made by health insurance. Especially in Bavaria took over in some administrative regions (focus Upper Bavaria) the welfare authorities (districts ) the costs. On 3 September 2003, the BSG decided that it is in services of Conductive promotion after Petö to medical measures that fall within the competence of health insurance. This meant that the welfare agency this power no longer allowed to perform in the context of integration assistance, since the health insurance were responsible. The Federal Joint Committee of the health insurance companies decided on 18 May 2005 that the available scientific studies, no superiority of Conductive promotion compared to the same interventions (ie, other forms of therapy ) could be derived. The Conductive Education was indeed recognized as a possible remedy, but rejected a guarantee of payment. Despite the ruling of the Social Committee of the District of Upper Bavaria decided on 17 November 2005, the already existing or applied for places to finance up to a final decision on the recognition on. 2009 decided the BSG that Petö as a necessary power of social rehabilitation is concerned, and thus can be taken over by the integration assistance.

Recording of Conductive promotion in the Bavarian curriculum for special schools 2001

In the curriculum for the funding priority physical and motor development in May 2001, Bavarian State Ministry of Education and Culture, the Conductive Education under Chapter II A, Cross-curricular education, educational and promotional tasks was recorded. Was preceded by a pilot school in Bavaria from 1995 to 1999, conducted by the ISB, the State Institute for School Education and Educational Research. The aim was to find out how the Conductive Education ' can be reconciled special educational self-understanding " with and which elements of the conductive funding to implement and combine with the principles of special education teaching. At the same time was in the Pfennigparade Foundation, Munich, conducted a long-term trial to evaluate the Conductive promotion, escorted the children to the school and dealt of conductive support measures on cognitive and motor development of a child with impact. In addition, various study results for rehabilitative effectiveness of Conductive promotion have been published.

The Pfennigparade Foundation has faced since 1995 with the wishes of many parents whose children had been promoted conductively to realize this support within the school. After conductive groups and departments ( afternoon groups, SVE, etc.) have been increasingly in demand within the Ernst- Barlach- schools of the Foundation, it came in 2004 with the opening of the Phoenix School in Munich establishing a conductive own school.

A second example of the connection between school and Conductive promotion succeeded in 2005 also at the insistence of parents. In tube village near Rosenheim, Upper Bavaria, in 2005 on the initiative of the Bavarian State Ministry of Education and Culture was the formation of a conductive outer class (now partner classes) at the elementary school Rohrsdorf causes. The project was originally planned to be four years. Meanwhile cooperate two conductive partner classes in different subjects with the corresponding rule class, creating a nationwide unique combination of integrative and conductive elements was achieved. This project has been on scientific research by the University of Würzburg and published the research report in July 2009. In the school year 2011/12 changed the first partner class, the "big ones" in Leo von Welden Middle School in Bad Feilnbach. Not all children of the initial project have gone with Bad Feilnbach. A student transferred to a school in Traunstein, another student made ​​the crossing on a Realschule.Ihre places were occupied by other children / young people. Also at this school, the project successfully developed. The experience was so positive that the second partner class from cane village, the "little ones " will change with the school year 2013/14 there.

Conductive Education and inclusion or individual integration

The aim of the Ortho function means that the disabled person can actively participate in its environment is, be it in education, work or family environment. With the ratification of the UN Convention on the Rights of Persons with Disabilities, the Federal Republic of Germany has undertaken to promote the inclusion in all the above areas. Depending on the state of the educational inclusion is driven at different speeds and is the subject of repeated criticism of social organizations. The role of conductive promotion within the development of an inclusive society is intensively reflected, not least on the basis of the positive experience with the partner classes. In Rosenheim, there were on this topic in March 2012 a congress with international participation under the name Pető and inclusion. In addition to the successful integration of a single disabled boy to a regular school with a Konduktorin as a school escort various models of single integration of children with disabilities were discussed at regular schools that receive more outpatient Conductive Education on two afternoons. One consequence of the finding that inclusion and Conductive Education are ideal partners is the foundation of a private elementary school in the Inn Valley, which will be operational in the school year 2013/14.

Vocational training for PtK in Germany

Since the profession of Konduktorin is achieved in several countries through a university or higher education, it is also sought in Germany. Either in the form of an undergraduate degree program or as a post-graduate course for teachers or therapists who have already earned a bachelor's degree, to the final " konduktor " can be purchased. As part of a Comenius EU project in the years 1999-2001 Curriculum modules have already been developed. In a Grundtvig -EU Partnership approved in 2010, is working further on the creation of course content. The in-service training for pedagogical and therapeutic konduktor ( PtK ) and Special Education support teachers ( HFL ) and Konduktivem Group Wizard ( KGA ) and the associated curriculum for various professional groups from the educational and therapeutic area were in the years 1998 to 2000 by a group of experts ( Phoenix GmbH Conductive developed Förderzentrum the Pfennigparade ) Foundation and recognized by the Bavarian State Ministry of Education and Culture and the Bavarian State Ministry of Labour and Social Affairs, Family and Women and promoted since then every three years financially. Expertise used to be separate from each other occupational groups are crosslinked in this development, and have an integrative effect in constant team groups. The part-time PtK - training builds on the basic occupations of the participants and their associated knowledge and experience areas. The Pfennigparade Foundation issues a certificate for all participants. The State Ministry of Education and Culture adds to the certificate of Pfennigparade Foundation for participants who meet the requirements, a certificate added, is confirmed in that this training is equivalent to the state -occupational " Special Needs additional training for staff for special education classes help / for special education support teacher / in according to Article 60 paragraph 2 sentence 1 BayEUG ". In addition, teachers and special education should preferably be used with this certificate in schools for the disabled.

European Networking

European Conductive Association (ECA)

The ECA was founded in Budapest in 2004 by representatives of national professional organizations from Hungary, Austria, Germany, England and Sweden. The organization sees itself as a European confederation of national trade associations. It consists, inter alia, to for the recognition and establishment of Conductive and promotion of the profession of conductors, for quality assurance of Conductive promotion, as well as for the establishment of a Konduktorenausbildung in the European Union. Another object of the ECA is to support the transnational information and experience between conductively working facilities, professionals, conductors and stakeholders and to coordinate. Office of the ECA is Vienna. The formation of European conductors was compared in the years 2000 to 2003 in an EU project and set in modules. Another goal of European unification is to initiate research projects. A research group has established in Wolverhampton in June 2010 with representatives of many European countries.

International Working Group

On the occasion of the 7th World Congress on Conductive Education in Hong Kong 2010, the International Working Group established in which, Hungary meet representatives of the continental federations Europe, Asia, North America and the International Petö Association on an informal basis to discuss the continental developments, to network and support each other.

8.Weltkongress Conductive Education in Germany 2013

In October 2013 balance was in Fürstenfeldbruck the 8th World Congress of Conductive Education under the title Rhythm and place. Patrons of the international event were princess Ursula of Bavaria and Peter Maffay ..