The Conductor FAQs:

What is a “Conductor,” and what is a Conductor’s role in Conductive Education? Below are FAQs to illuminate the Conductor’s role in helping children and adults live better, more independent lives.

Question: How can one inspire a child with a disability the determination necessary to be an active participant in his environment and the tenacity to continue searching out ways to help live a better. more independent Life?

Answer: The answer is in the role of the Conductor.

Question: What is a “Conductor?”

Answer: The Conductor is the pedagogue (teacher) whose goal is to prevent the helplessness that is likely to result from inappropriate direct assistance, from doing things for the disabled person instead of teaching him to do things for himself. Increasing dependency rather that independence is what gives rise to a feeling of helplessness: the antithesis of bringing the child to discover for himself that there is a way if someone just helps them find it.

Question: Can you describe the essence of Conductive Education in one sentence?

Answer: Rehabilitative goals are achieved by teaching, through the help of a professional who received specific training: the Conductor. The Conductor’s personality and training are the keys to Conductive Education. On a pedagogic level, the Conductor integrates the various professional aspects necessary for rehabilitation.

Increased Independence with Conductive Education

Question: How would you describe a Conductor’s capabilities and skills?

Answer: The Conductor is a “generalist” who draws upon what medicine, education, and psychology have to offer him. He or she does not replace experts in their various fields but works along with them. The Conductor has a comprehensive education that culls from other disciplines what is needed for him to teach and to fully activate the neuro-damaged child. Aside from the teaching profession in which the Conductor has been fully trained, the Conductor’s training includes theoretical knowledge in many areas relevant to the problems of disabled children. However, beyond theoretical knowledge, the Conductor’s training focuses upon the practical. They are taught how to convert every regular experience in the child’s life into a teaching opportunity to inculcate new skills and abilities.

Question: How does a Conductor approach their task of helping children and adults live better, more independent lives?

Answer: The Conductor must adopt a comprehensive approach, taking into consideration every aspect of the child’s personality. His objective is to build a rehabilitation program as an organic unit on the academic, linguistic, neuro-motor, and social levels. Though individualized, the objective is met by means of the activity of the group.

Question: What are some of the responsibilities of a Conductor?

Answer: The Conductor is responsible for creating a uniform developmental experience where every aspect of development is considered from a consistent educational point of few, beginning with the where and now and continuing throughout the developmental process. Speech, rhythm, and the refusal to reduce human movement below the level at which it has meaning are all part of the Conductor’s teaching. The use of the group as an active pedagogic tool, the classroom and the organization of the staff, with the purpose of the creation of a coherent day that will come part of a coherent week, and subsequently part of a coherent year are also significant aspects of the Conductor’s teaching.

Question: How does the Conductor approach the individual vs. group approach to learning?

Answer: In view of the need for daily integrative activation of the child and recognizing the psychological effects of socialization as imperative for development, an important principle of Conductive Education is to avoid, as much as possible, isolating the child from his group of equals by working with him in an individual therapy room. Also, most of the activities are multi-dimensional: a single activity integrates the learning of motor, cognitive, verbal social, etc, skills. Gaining the knowledge and skill to create integrative group activity is an essential component of the Conductor’s training.

Question: How does the Conductor maintain the interest and attention of the child or adult?

Answer: By utilizing his special skills and knowledge, the Conductor can create conditions favorable to teaching coordination that emanates from intention. By employing different types of motivation, the Conductor maintains interest and attention.

It is the Conductor who;

  • Sets standards for the group,
  • Encourages communication within the group,
  • Creates a pleasant atmosphere,
  • Instills a sense of security, and
  • Relates to the individual needs of all the members of the group.

The Conductor is the one charged with the responsibility of ensuring the group’s successful activity.

Question: In summary, what is the primary role of the Conductor?

Answer: To be the hope, help, and healing hands to guide the child or adult to a better, more independent life. Summarily, the primary role of the Conductor is that of a catalyst who helps each individual;

  • Build anew their own way to activity,
  • Understand their own manner of goal realization and implementation, and who
  • Encourages spontaneous activity by gently assisting in the process of discovery.

 

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The Conductive Learning Center of Greater Cincinnati is a Not-for-Profit Corporation under Section 501 (c)(3) of the IRS code. The School offers conductive education methodology as an educational option to students diagnosed with neurological based motor impairments, such as cerebral palsy, spina bifida and other motor challenges.

Copyright © 2019 The Conductive Learning Center of Greater Cincinnati. All Rights Reserved.

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Address: 325 W 19th St, Covington, KY 41014

Telephone: 513-441-7221

Email: info@clcgc.org

School Hours:  9am - 2:30pm