Conductive Education


Conductive Education is a unified system of cognitive, physical, emotional, and ethical education that was first developed by professor Andras Peto, in Budapest, Hungary. It was designed specifically for children with movement disorders of a neurological origin. In this system, children are conducted to fully engage themselves in learning useful, age appropriate actions (not irrelevant movements or exercises). Normalization of the students is the aim.


Guiding Concepts In Brief

A person with motor neuron damage still retains residual neurological capability that can be activated through learning. In general, the younger the person, the more completely the residual capability can allow the person to assume normal functioning. However, the injured person requires intensive, targeted guidance and motivation to properly reorganize and retain the nervous system. Conductive Education provides this special guidance: it conducts the person towards his or her maximum level of independence.


Conductive Education in Early Childhood

The Conductor (Conductive Education Teacher) creates active educational experiences for the parents and their young child, centered on daily life situations. A primary goal is to coach the parents towards finding their constructive roles in what is an unfamiliar situation for them: being parents of a child with motor challenges. Teaching occurs in an individualized program with a holistic approach that brings out the child’s natural motivation to solve interesting problems and achieve useful tasks. A uniquely organized system to assure effective learning by the parents and the child.


The Program Promotes

The areas of emotional, volitional, gross motor, fine motor, cognitive, social, perceptual, oral-motor, communication, and self-help skills.
The program also promotes parental learning such as understanding the child’s signals and needs, discovering the child’s potentials and achievements, providing motivations ad facilitations, knowing appropriate tasks and implementing them within daily life situations, and establishing realistic developmental goals.