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.
One of the outstanding principles of Conductive Education is the use of the group as an educational means. The group is one of the motivational factors that characterize the system. The special nature groups in Conductive Education stem from the fact that despite the great differences likely to exist between group members, the educational objectives are the same.
How can one cause the child with a disability to take upon himself the determination necessary to be an active participant in his environment and the tenacity to continue searching out ways to help himself? The answer is in the role of the Conductor.
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.
Task series in Conductive Education facilitates the performance of activities which are spontaneously learned by typical children. The process of deconstructing the objective into its components helps the individual to successfully perform the various tasks and, in the long run, to reach the goals that were set for him. These components are integrated in the daily program so that the individual is provided with opportunities to experience different ways to reach his goal, progressing from simpler to more difficult and complex, thus eventually reaching his functional goal.
The Conductive Learning Center of Greater Cincinnati was visited and interviewed by a documentary film-maker from the University of Cincinnati to look at Conductive Education creative practices for PT and OT.
At two years old, Dayton didn’t move. He didn’t even splash in the water. I saw a segment on 60 Minutes about something called Conductive Education. I looked online and found the nearest Conductive Education school was located in Grand Rapids, Michigan. We applied and Dayton was accepted to the school.
The Snooty Fox Consignment Store (11 locations in Greater Cincinnati) offers Platinum Cards to shoppers as a way to give back to the community. Their platinum cards cost $10. Platinum Card members get 10% off of everything for a year and 50% off the Designer Sale. They also get special 20% off pop-up sales.