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NATIONAL ARCHIVES OF SCOTLANDGovernment Records BranchFile Release List – Phase 3ED28/478Conductive Education 1989-1990Departmental consideration and investigation into the merits of opening of a conductive education school pioneered by the Peto Institute, Hungary for children with motor impairments.Open from: 01/01/2021ED28/479Conductive Education Centre 1989-1990Site search for a Scottish centre for children with motor impairments, including a copy of departmental investment appraisal of the centre.Open from: 01/01/2021ED45/250The Scottish Centre for Children with Motor Impairments 1989-1991Papers relating to the establishment of the Craighalbert Centre Cumbernauld, including funding arrangements and the siting of the centre; Reports and papers on visits to the Peto Institute, Hungary and other establishments using conductive education and the lack of effective provision in Scotland; Consideration of concerns about practice at the centre in its early days of operation from inspectorate evaluations and reports.Open from: 01/01/2022ED45/251The Scottish Centre for Children with Motor Impairments 1989-1990Reports and papers on visits to the Peto Institute, Hungary and other establishments using conductive education and the lack of effective provision in Scotland; Press cuttings on individual cases and the use of the Peto Institute by Scottish and British citizens; Consideration of a draft specification for the establishment of a Scottish centre.Open from: 01/01/2021ED45/253The Scottish Centre for Children with Motor Impairments 1991Meeting of centre staff with Shetland Islands Council and papers concerning staff and centre development, including the Development Plan 1992-1996; Published reports: 'Evaluation of Conductive Education fro Children with Cerebral Palsy: Final Report I & II' conducted by the University of Birmingham on behalf of the Department for Education; 'Supporting Pupils with Physical Disorders: A Manual for Schools and Educational Development Services' conducted by Gilbert F Mackay for the SOED; Staff Development Modules for the Craighalbert Centre.Open from: 01/01/2022
Home education offers a variety of seemingly paradoxical meanings... It is legal, yet the site of much official unrest; a point of political resistance and a point of personal defense; heavily frowned on and idealistically championed. It is described both as a safe haven for children and families and as a form of abuse. It physically disrupts the social rules of time and space and conceptually disturbs the social binaries if home and school. It is an othered and othering space of society. Even the label 'home education' or perhaps more explicitly 'home school', challenges the organising categories of home and school, the functions of each and the relationship expected to exist between them... (p.634)
This article explores the coexistence of, and relationship between, alternative education in the form of home education and mainstream schooling. Home education is conceptually subordinate to education, relying on schooling for its status as alternative, but also being tied to schooling through he dominant discourse that forms our understandings of education.
Practitioners and other defenders frequently justify home education by running an explicit or implicit comparison with school; a comparison which expresses the desire to do 'better' than school whilst simultaneously encompassing the desire to do things 'differently'. These twin aims, however, are not easy to reconcile, meaning that the challenge to schooling and the submission to norms and beliefs that underlie schooling are frequently inseparable.
This article explores the trajectories of 'better than' and 'different from' school as representing ideas of utopia and heterotopia respectively. In particular I consider Foucault's notion of the heterotopia as a means of approaching the relationship between school and other forms of education.
Whilst it will be argued that according to Derrida's ideas of discursive deconstruction, alternative education has to be expressed through (and is therefore limited by) the dominant educational discourse, it will also be suggested that by employing the idea of the heterotopia is a strategy which can help us explore the alternative in education. (p. 619)
Is this what charity is about?
...For me a nonprofit's role is a platform to talk about interesting things in interesting ways. To introduce you to the causes that I care about... I'm tempted to say that I care about making you think more than I care about that cheque. We do need that cheque... but I'd rather it go with a message of how we can do something amazing together.
I started a nonprofit to focus on the positive... I want to build on excitement – on how the world could be, even if we have long way to go. I want to focus on change, on empowerment, on inclusion, on empathy… I'd like to see more nonprofits talking about how they want to change the world rather than describing it the way it is today. I'd like for all of us to work towards a grand vision that can inspire us all.
On David's achievements:
On being approached in 1996 to set up a Conductive Education facility at Addington School, he embarked upon a course that would become a passion. Over the ensuing years he became ever more deeply involved in the provision of holistic education for children with motor disabilities, a curriculum that involves the specialised teaching of skills that most people take for granted.He served as a member of the NZ Foundation for Conductive Education, later becoming Chairperson. As such he was instrumental in promoting the practice of Conductive Education throughout New Zealand, raising official and sponsorship awareness not only of Conductive Education but of all special needs teaching.On retiring as Principal of Addington School in 2005 he worked for the Foundation, becoming National Co-ordinator.
A lifelong rugby union enthusiast he has for nearly three and a half decades been associated in a number of capacities with the Canterbury Rugby Union; Committee Member, Deputy Chairman, Chairman, Selector, Manager, Archivist.
His involvements and achievements in and on behalf of so many fields, be it education, or rugby union, or primary school sports, are too many to enumerate. Dedicated, conscientious, selfless, he has established a benchmark for service to his community that is extremely hard to surpass.
'According to the principles of Pető! Developed by experts from the András Pető College'
While maintaining, and indeed emphasising the holistic approach, the principle of completeness, Mári Hári aimed at the entirety of the personality by following the intentions of her master while further pedagogising Pető's fundamental ideas. The most important element of this pedagogisation is that, in the knowledge of the most significant results of contemporary personality psychology (Vygotskii, Leontiev, Luriya, Alport), Hári determined the aim and essence of the process of conductive upbringing, namely that it influences the whole personality. This personality-centredness became the underlying principle of the systematic theoretical examination of the Pető method and its consistent implementation while weaving it into the pedagogical influences of infancy, preschool and school age, in other words delivering it, referred to by herself and her followers as the system of conductive upbringing (Hári, 1997, pp. 115ff.)
The current law in Luxembourg excludes disabled children from the right to a private education...
This is not consistent with the fundamental rights of disabled people to be treated like any other on the basis of the UN Convention on the Rights of Persons with Disabilities, ratified by the Grand Duchy of Luxembourg in 2011. This law is discriminatory since it separates disabled children and those with special needs.
Hereby, we ask you to amend the 2003 law referred to here to ensure all disabled children and those with special needs, free choice of education system according to their specific needs: ensuring the right to a private school and the right to choice in their education like all other children in compulsory education. [Schrëtt fir Schrëtt, the Luxembourg CE association] recommends the conduction system established for years in many countries by the eminent Hungarian physician Andras Petö…
This is an very specific and efficient educational and rehabilitative system, which aims to maximize learning and skills in relation to the potential of each and seeks autonomy and self-determination of the people concerned with the aim of maximum integration and an acceptable quality of life. Many centers and conductive schools operate abroad, as in Germany, on private basis (eg. inclusion schools)...
[Schrëtt fir Schrëtt] recommends the conductive system established for years in many countries, by the eminent Hungarian physician Andras Petö...
For our children with severe and multiple disabilities, inclusion in a basic school class is unrealistic: they need a different learning pace, other stimuli, a completely different management plan, encompassing the school side but also the rehabilitative side with social care and support for their everyday acts.
[The state's cerebral palsy institute] offers a diametrically opposite concept to the conduction system, which is not an option for parents concerned...
We believe it is time to ensure the families concerned the right to choose the proper education of their children with special needs, with the concept, the system, the educational and rehabilitative purpose that these children are supported. Their whole life depends on it. Please help us by amending the law referred here to allow the creation of private schools in the ediff sector.