Around the world

Lendo notícias do mundo todo vemos os grupos de educação condutiva se organizando para as férias de julho com os seus Camps / Cursos de Verão (hemisfério norte).

Austrália
Conductive Education is a multidisciplinary systematic and holistic approach which enhances the child’s physical, cognitive and social skills and emotional well-being. Basically, it is learning how to learn using a variety of techniques and activities.

“Conductive Education is one of the main reasons why my little girl can now walk.”

Conductive Education is not just an exercise, it is "learning to learn" by intensive and repetitive practice, and, the application of various activities necessary for progress. This applies to motor skills, balance, sensory and perceptual functions, emotional development, language and cognitive functions.

It is not a therapy, but a multidisciplinary system that enhances the child's physical, cognitive, social skills and emotional well being.


Estados Unidos
Conductive Education seeks, through a holistic approach, to develop spontaneous and innovative problem-solving skills in people with physical disabilities to assist their maximum integration into society. Central to the understanding of Conductive Education is the concept of "orthofunctioning," which refers to the learning process of achieving an active, independent, motivated approach to the problems of everyday life. The individuals are developing a positive approach to learning: they will have expectation that they can achieve their aims (intentions) with persistence and a knowledge of their own potential.

The individuals learn to learn to find their own solutions.

Conductive Education, often described as rehabilitation through learning, was founded by Dr. Andras Peto in Budapest, Hungary, in 1948. Peto devised this unique, intensive group method of special education, which expects and demands active learning and participation by the child in attempting to overcome his/her motor disability (i.e. cerebral palsy, traumatic brain injury, cerebral vascular accidents, etc.).

Conductive Education focuses on the whole person, recognizing physical, social, intellectual, and emotional aspects of learning.

Nova Zelândia
Conductive Education approaches physical disabilities from an educational rather than a medical or paramedical perspective. People who have motor disorders have a problem of learning, which requires education as opposed to a medical condition, which requires treatment.

Conductive Education is a learning process.


Hungria
Conductive education is a unique system of teaching and learning for children with motor disorders such as cerebral palsy and spina bifida. It is designed to improve motor skills and increase independence of many aspects of common living. It is not a cure, but a method of exercises and education which are broken down into basic functional movements.

The exercises are performed intensively (5 hours per day, 5 days per week) in small groups which promotes interactivity and fun.


Reino Unido
To inspire children with cerebral palsy from across the London region to develop independence, confidence and self-esteem and in so doing, achieve their full potential.

The Centre provides Conductive Education for young children with cerebral palsy up to the age of 11 years.

Conductive Education (CE) teaches children and adults with physical disabilities such as cerebral palsy, dyspraxia, multiple sclerosis, Parkinson’s, stroke and head injury how to overcome their movement difficulties.

Foundation for Conductive Education.

Espanha
La educación conductiva o método peto es un sistema de rehabilitación integral, intenso y activo, con un enfoque multidimensional sustentado en el principio de la plasticidad neuronal. Se concibe el trastorno motor y las afecciones asociadas como susceptibles de mejora a través del establecimiento de nuevas conexiones neuronales y, por tanto, de una reorganización de funciones neuronales.

El principal objetivo que persigue este método es posibilitar que las personas con disfunción desarrollen al máximo sus capacidades motoras, cognitivas y afectivas para llegar a ser miembros activos de la sociedad.

Andràs Petö entiende que las funciones alteradas o no desarrolladas, si bien no siempre es posible “recuperarlas”, gracias a la plasticidad neuronal, pueden reestructurarse y reorganizarse, y esto se realiza a través del aprendizaje.

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