Principle of Conductive Education

Physician and educator Andras Pëto developed his Conductive Educational system after World War II in 1945 in Budapest, Hungary.   His method opened up a new way for the rehabilitation of motor disordered children and adults with physical dysfunction due to damage to the central nervous system.  His approach was first taught and practised in the institute named after him.

According to Professor Pëto, in addition to damages of the central nervous, motor disability is chiefly due to the lack of co-operation among different functions.  He argued that instead of applying special therapies, these people needed to be treated through real education so created the system of Conductive Education to prove the idea.

The Conductive Education is based on the idea that despite the damages, the nervous system still possesses the capacity to form new nerval (neural) connections.  Pëto was sure this ability could be mobilised with the help of a properly guided, active learning process.  This is why Professor Pëto called it “Conductive”.

Pëto saw an indirect way to the integration of functions and the learning of coordinated operations through utilising cognitive and perceptual areas.  He was the first to consider disability as an educational challenge and not as a biological problem.

Conductive Education is a specially integrated management of learning and educational processes of the motor disordered person.  Its essence is in the complex development of the personality based on an active learning process.  The objective is not to directly change a certain disability but to co-ordinate various functions, coordinating and integrated actions through comprehensive tasks and daily routines.  The programme does not require special machines, instruments or auxiliary aids with advanced technology – the principle is that it is not the environment that has to be changed but the motor disordered person needs to adapt to the environment.

It is a proven fact that at least one third of the motor disordered with damage to the central nervous system develop better with the help of Conductive Education than by any other method.  The earlier the child receives conductive education the better chance he or she has for improvement.

The Conductive Educational programme is all embracing and complex, it includes everything that characterises a healthy child’s everyday life from meal times to hygiene, to play and learning.

The final aim of Conductive Education is to help motor disordered people reintegrate into society and to a lead an independent life.