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Background of Conductive Education. Peto Institute in Budapest.

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Presentation on theme: "Background of Conductive Education. Peto Institute in Budapest."— Presentation transcript:

1 Background of Conductive Education

2 Peto Institute in Budapest

3 Conductive Education Integration of Education and Rehabilitation

4 Dysfunction: Passive, dependent Central Nervous System Destruction Conductive Education Conductive Education Orthofunction: Be responsible for one’s own life Active Learning Initiative Character Education and Rehabilitation

5 Goal of Conductive Education The development of the whole personality, promoting the adoption of an active way of life, self-realization and a problem solving mentality (Kozma, 1995)

6 Trans-disciplinary Team Conductor We integrate all the aspects of learning and help them to generalize what they have learnt. We have common goals, strategies and consistent approach. Team Work Administration Staff Teacher Physiotherapist Occupational Therapist Speech Therapist Social Worker Teacher/Therapy Assistant Educational Psychologist NurseParentsAssistive Staff

7 The application of CONDUCTIVE EDUCATION in Jockey Club Elaine Field School SAHK

8 The CE organization structure CE Core Group Organizational Planning For Facilitating Trans-disciplinary Collaborative lesson Planning, Collaborative teaching Program Development Daily Schedule e.g. morning exercise, Feeding training at lunch Task series Curriculum Development Outcome-based Curriculum Staff and Parent Development CE resource room Parent talk and staff training Support and Monitor Teaching and Rehabilitation Self-Evaluation Exercise

9 The CE organization structure CE Core Group Organizational Planning For Facilitating Trans-disciplinary Collaborative lesson Planning, Collaborative teaching Program Development Daily Schedule e.g. morning exercise, Feeding training at lunch Task series Curriculum Development Outcome-based Curriculum Staff and Parent Development CE resource room Parent talk and staff training Support and Monitor Teaching and Rehabilitation Self-Evaluation Exercise

10 Task Series Jointly develop by teacher and therapists Task closely related to learning activities –E.g. Page-turning task series in preparation of reading

11 –reaching task series in preparation of using the library –School-bag packing task series

12 The CE organization structure CE Core Group Organizational Planning For Facilitating Trans-disciplinary Collaborative lesson Planning, Collaborative teaching Program Development Daily Schedule e.g. morning exercise, Feeding training at lunch Task series Curriculum Development Outcome-based Curriculum Staff and Parent Development CE resource room Parent talk and staff training Support and Monitor Teaching and Rehabilitation Self-Evaluation Exercise

13 The CE organization structure CE Core Group Organizational Planning For Facilitating Trans-disciplinary Collaborative lesson Planning, Collaborative teaching Program Development Daily Schedule e.g. morning exercise, Feeding training at lunch Task series Curriculum Development Outcome-based Curriculum Staff and Parent Development CE resource room Parent talk and staff training Support and Monitor Teaching and Rehabilitation Self-Evaluation Exercise

14 Collaborative lesson planning Trans-disciplinary team –The class teacher, class therapists, subject teachers and senior teacher attend the class meeting and program meeting To ensure –combined education and rehabilitation –cater individual needs

15 Customized learning aids and environment that facilitate student learning

16 Student goal setting Encouraging self -determination Concrete and measurable

17 Student goal setting Encouraging self -determination

18 Student Self Evaluation

19 Thank you


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