Post by: Brenda Agnew
The following is a brief overview summary of the school that is being planned with assistance from The March of Dimes for the 2013/2014 school year. The goal is to have it operational for the 2012/2013 school year, with Ministry “stamp of approval” the following year.For any parents or caregivers that may be interested in learning more they can contact Brenda Agnew at brendaagnew@hotmail.com
or 905-505-0303. Our next meeting is scheduled for 10am on Dec 9th at the March
of Dimes offices located at 10 Overlea Blvd, Toronto, Ontario.
or 905-505-0303. Our next meeting is scheduled for 10am on Dec 9th at the March
of Dimes offices located at 10 Overlea Blvd, Toronto, Ontario.
Conductive Education contrasts markedly with traditional therapies in the following ways:
Conductors: Specially trained rehabilitation educators who have completed a university degree specializing in conductive education. The conductor carries out the principles of CE. This method links speech, thought and movement together in a way that helps the child to focus on and internalize the movement.
Group Instruction: A key element of conductive education is that
individuals work as part of a small group of children with similar conditions. This offers an opportunity for individuals to face challenges, share solutionsand reward efforts to learn new skills within the dynamics of a group.
individuals work as part of a small group of children with similar conditions. This offers an opportunity for individuals to face challenges, share solutionsand reward efforts to learn new skills within the dynamics of a group.
Environment: Provides for security of the child. Equipment is unique to CE and includes slated tables called plinths, ladder chairs, and boxes that promote body alignment and support the tasks designed to facilitate learning.
Rhythmical intention: Many of the activities are done with the use of
simple songs that relate to the activity. By pairing rhythm with movement, movements become more fluid and the lyrics provide verbal cues to the child.
simple songs that relate to the activity. By pairing rhythm with movement, movements become more fluid and the lyrics provide verbal cues to the child.
Program and daily schedule: The child is viewed as a learner and the
conductor teacher promotes confidence, motivation and an understanding of how this child can learn to perform everyday movements to become more independent in their functioning within their homes, schools and eventually in the workforce.
conductor teacher promotes confidence, motivation and an understanding of how this child can learn to perform everyday movements to become more independent in their functioning within their homes, schools and eventually in the workforce.
Curriculum: Conductive education helps students build their cognitive skills and helps them learn to use alternate strategies to accomplish common motor tasks such as sitting, standing, walking, dressing, eating.
Involvement of the family: Emphasis is put on teaching family members to use these strategies at home to reinforce the application of CE skills in all aspects of daily life.
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