Movement dysfunctions are the central feature of the impairments with which Conductive Education deals with. This means difficulty in movement among children and adults stemming from damage to the central nervous system (Cerebral Palsy, Spina Bifida, Multiple Sclerosis, Parkinson’s, Stroke-related dysfunction and Acquired- Brain Trauma). Basic human activities cannot be accomplished in a simple, reliable, predictable manner. The disturbances in movement affect position, motion, use of hands, speech, and daily routine activities i.e. essential human activities that connect the individual with his surroundings and, above all, affect learning.
Rhythmical intention is one of the methods of facilitation used in Conductive Education. It expresses the interaction between two skills: language and movement. Language and movement can be integrated and can be mutually effective. Where movement facilitates the learning of language, speech serves the child in controlling movement. The term ‘rhythmical intention’ consists of two elements: rhythm and intention.
Life Skills Required for Day-to-Day Living — Since the central goal of Conductive Education is to integrate the child into day-to-day living, then the skills the child must acquire are those required for day-to-day living. Skills are not a collection of movements, but rather what is required for play, studies, caring for one’s self, spontaneous expression, etc., all of which are complicated by-products and activities.
It is essential that during the course of the Conductive Education active daily routine each child assumes responsibility for himself, learns to consciously define his own goals, searches for ways to achieve his goals.