Of all the elements of Conductive Education coping with the personality of the child or adult with a disability, the active daily routine is imperative for progress.
To help parents and children better understand what Conductive Education and learning is (and is not) we are doing a series of educational interviews and articles. This is Part 4 of a multi-part series. In addition, we are launching a Knowledge Resource Center for Conductive Education on our website. Let us know what you think!
- Part 1: Creating New Physical Abilities Through Learning: Conductive Education
- Part 2: The Role of the Conductor in the Conductive Learning Center
- Part 3: Group Environment as a Motivational Factor in Conductive Education
Of all the elements of Conductive Education coping with the personality of the child or adult with a disability, the active daily routine is primary. From the point of view of orthofunction and dysfunction, the entire personality must be addressed by an integrative system of demands.
The daily routine refers to every aspect of the group’s life within a set of biological and social demands. The various activities comprising the daily routine create a uniform whole from an educational perspective. Nothing happens during the day that does not support the general educational objectives. The components of the daily routine are set according to both general and specific educational objectives.
Daily Routine General Objectives
- The general objectives of active daily routines are basically: education towards activity, work, and inclusion into the community.
- It is essential that during the course of the daily routine each child or adult assumes responsibility for themselves, learns to consciously define his own goals, searches for ways to achieve his goals.
The purpose of becoming independent and participating in a system of mutual relationship is that the child or adult becomes an active member of the community.
Though comprised of different parts, the day’s overall program creates a structural totality. It is important to understand that the effectiveness of the parts is dependent upon the extent to which they are meaningful. A series of problems takes on meaning only if it relates to the day-to-day life of the individual. Included among the various parts of the daily routine is the fulfillment of essential biological needs as well as age-appropriate social demands.
Acquiring Life Skills & Learning Academic Subjects
All dysfunctional areas are taken into account in planning the daily routine. The time schedule relates to the amount of time needed for acquiring life skills and for learning academic subjects. These two elements are actually a single unity. The daily routine simultaneously deals with different aspects of development. Thus language and movement can be combined into one unit: movement supports language acquisition and language helps in the control of movement.
The daily routine should include not only the curriculum but also whatever contributes to a pleasant atmosphere and whatever encourages attention. For this reason, the daily program includes a variety of alternating activities, short in duration, which is gradually lengthened.
Encourage Academic, Social and Emotional Development
The general nature of the program encourages academic, social, and emotional development. The individual must learn not only to speak and move but to use what he has learned, throughout the day. The various opportunities for problem-solving are also opportunities to use what was learned in a more general and comprehensive manner.
The time schedule must be flexible so that, whenever necessary, the program can be extended. Time is an extremely component of the learning process, in movement, communications, and motor activity. Time is of the essence in acquiring the skills for caring for one’s self.
The Conductor is free to choose which activities, academic or non-academic, creative or emotional, to integrate into the daily routine, and to exploit every opportunity that can contribute to the overall development of the child.
End Part 4
Thanks to Rony Schenker, Academic Director of the Tsad Kadima Organization for the resource material for this article.
About Conductive Learning Center of Greater Cincinnati
The Conductive Learning Center of Greater Cincinnati teaches Conductive Education to children and adults to help them lead better, more independent lives. Conductive Education is an intensive, multi-disciplinary approach to education, training, and development for individuals with Cerebral Palsy, Spina Bifida, Multiple Sclerosis, Parkinson’s, Stroke-related Disabilities, Acquired-Brain Trauma, and other motor challenges.