Wednesday, 17 September 2014


Conductor job market

Three weeks ago Conductive World Market posted 'Jobs, jobs, jobs', reporting adverts for vacant positions for conductors in ten countries over August. This brief item has attracted approaching five hundred hits, a lot of interest for a specifically CE-related item on Conductive World:

Since the beginning of September further adverts have already appeared from Australia (x2), Brazil, England, France (still looking), Germany, Hungary, and the United States (x2). Unusually there has also been an advertisement for a conductors' assistant.

Some of these jobs have also been advertised on other community sites.

What to deduce from all this? Who knows?

Monday, 15 September 2014


More than some

Stirrings on the ground in France are reflected by activity in Cyberspace, emergence of a Francophone blogosphere:

In the meantime, though,  the Belgian parents' thoughtful French-language blog seems to have ceased publication. Pity:

And there still seems to be nothing in French-speaking Canada

Conductive France on the ground


Local hero to national contender

I guess that there is rarely a single US anything. The country is just too vast and too diverse.

As far as CE programs are concerned, is it possible to spot central tendencies emerging, or are the circumstances in which CE is being reconstructed to suit very different circumstances just too varied to permit a sharpening focus?

Good news

CECO (the Conductive Education Center of Orlando) has been in the news to mark its move to much bigger premises. Its long life and growth are remarkable, as is the degree to which the local community seems to have taken it on board. I have spotted CECO doing well at getting stories into the local press, and being media-savvy might be an important factor in its success. It does look like CECO is here for the long haul.


Apart from the particular good news about the Center's new premises, what more general message has gone out about CE through its local press?. In the Orlando Sentinel reporter Lauren Roth writes –
Its focus is a method that builds pathways from the brain to the body, helping children with conditions including cerebral palsy and spina bifida better control their movements... The method is called 'conductive' education because it involves leading a child, not doing things for them... a conductor trained to combine physical and occupational therapy with educational methods... one adult to every one or two students, children get therapy throughout the school day...
Is that really the sort of special-educational understanding still awaited to raise Conductive Education up from the status of local hero to that of serious national contender?

Granting that the reports of newspaper reporters are a stage removed from what parents and providers might actually think and say, the problem remains: how to get better understandings formulated and then out into the public domain?

This is not of course a problem unique to the United States but special education and rehabilitation in the US are especially sophisticated and critical fields, powerful too. Whether or not they fully deliver real-life benefits for children with motor disorders and their families, they will set the bar very high if CE is ever to break through into  public consideration as a serious alternative.


Meanwhile, oh dear (again) –
...pathways from the brain to the body... combine physical and occupational therapy with educational methods one adult to every one or two students... therapy throughout the school day...
If only public media could be persuaded to report a higher vision and to link very real good news about progress on the ground with a wider excitement that here is something new and different that potentially raises discussion to a quite different, educational level.

Only a straw in the wind – or another for the camel's back?


Roth, L. (2014) Disabled students get more room to roam at new school, Orlando Sentinel, 4 September

Friday, 12 September 2014


András Pető's birthday
Steady as she goes

Yesterday was 11 September, András Pető's birthday and the anniversary of his death.

Ceremonies were to be held over the day at the newly renamed András Pető College in Kútvölgyi út, at the columbarium in Farkasréti Cemetary. where his ashes reside, and before the memorial plaque at the side of the apartment building where he lived in Stollár Béla u.

The day before there were also to be flowers laid in Szomathely, at his birthplace plaque in Kossuth Lajos u.

Officiating were Éva Szabó, Franz Schaffhauser and Erzsébet Bertóti.

This was announced on Facebook, on the Pető Intézet (Community) page:


Real-time online discussion

Современное макаренковедение

История, состояние, перспективы

30 October 2014

From the University of Minsk, Elena Ilantdinova has confirmed details via Facebook: 

Materials submitted to discussion:

Previous item on this topic

All enquires

Thursday, 11 September 2014


Vive l'éducation conductive!

Mélanie Masson Jeannot has posted an informative notice in the Conductive World Market, identifying the location of five French écoles (schools).

This comes with links to their websites, and a free map:

Mélanie's posting is in English.

Though brief, this is the first published overview of Conductive Education in France since the big conference held at UNESCO in Paris, back in 2003. The damage caused by the report of the visit to then International Pető Institute in the year 2000, by CNEFEI (the National Centre for Study and Education of Disabled Children), has taken a long time to heal. In 2014 scar tissue is beginning to show.

There are now six small écoles conductives in France, open or nearly so. At the moment:
  • two operate all year round
  • three are open for parts of the year
  • one more is due to open at New Year
From January 2015:
  • five will operate all year round
  • one will operate for parts of the year
One is expanding, and looking for a second conductor.


Jeannot, M. M. (2014) [Untitled posting], Conductive World Market, 8 September

Sutton, A. (2008) Why that French conference? Damage to repair, Conductive World, 11 February

Wednesday, 10 September 2014


What they?

The Department of Heath and the Department for Education have just jointly published a brief guide explaining the duties and responsibilities of health professionals who deal with children and young people with 'special educational needs and disabilities' and their families:

This whole document is relevant to everyone concerned with Conductive Education for everyone up to the age of twenty-five. A particular passage [comments interpolated] might appear surprising  

Health in schools and colleges
Maintained schools [that means 'state schools'] must make arrangements to support [I do not know what this word means] children with medical conditions and have regard to statutory guidance on this. Health professionals have a role to play in supporting [?] staff in identifying and planning for SEN and disabilities in schools and colleges and in supporting [again] those with medical conditions.

Health professionals, schools, colleges and LAs [local authorities] should work together to ensure there are clear paths for identifying and supporting children and young people with SEN or disabilities, both with and without EHC plans.

        (from page 16)

Dreadful jargon, specifying little when it comes to concrete action. It is badly written and, as it continues, it is hard to know what it is talking about at all when it gets to what for many families of children and young people might prove the nub of the problem: achieving an appropriate service within the education system  
School nurses and appropriate college support staff [who they?] will play a role in identifying additional health needs, in liaison with other professionals. Depending on regional working arrangements, health professionals may be commissioned in a variety of ways to advise on identification of SEN and to provide effective support and interventions. These can be universal or specialist.
Services may include, but are not limited to:
•    educational psychologists [educational psychologists are not 'health professions' and do not work for the Health Service]
Child and Adolescent Mental Health Services (CAMHS)
•  specialist teachers or support services with mandatory qualifications to support:
children with hearing or vision impairment
children with a multi-sensory impairment
children with a physical disability
Unanswered questions

Is it entirely clear from this guidance who are these 'specialist teachers or support services' who may (or may not) be 'commissioned in a number ways... according to local arrangements' and what are these 'mandatory requirements'?

There are very long-established mandatory requirements for training teachers two specialise in impairments of vision and hearing. There is no analogous training for teachers working with motor disorders.

The DfE may or may not have plans to rectify this unjust situation (though there has certainly been no public hint of this, and no public campaign to change things). Pending such an improbable change the window remains open to resume the long, hard struggle to commission services of kinds not included here, at local discretion. 

Local providers deserve better than this. More importantly, so do our citizens.


Department of Health and Department for Education (2014) 0 to 25 SEND code of practice: a guide for health professionals. Advice for clinical commissioning groups, health professionals and local authorities, London, DoH and DfE, September

Monday, 8 September 2014


Just imagine such a society

Many children would grow up unable to read and write – or do much else intended – as a result of years of costly schooling.

Many would not socialise, or behave, or internalise societal values.

And growing up would be so unfair.

I imagine that introducing Conductive Education (pedagogy and upbringing) into such a society – in a fair and equitable manner, for the potential benefit of all – might proved a most uphill venture.

I cannot imagine such a society. 

I do not have to:


Milmo, C. (2014) Britain facing literacy crisis which will leave nearly 1.5 million 11-year-olds unable to read properly by 2025, Independent, 8 September

Why no pedagogy in England?

Sutton, A. (2009) Why no pedagogy in England? 20 June

Sutton, A. (2014) Pedagogy in England, Conductive World, 19 March

Sunday, 7 September 2014


Too soon to call a trend?

Another new conductive service has gone on line:

Conductive Winchester

Some characteristics:
  • started by a conductor (here, Edit Schmidtka)
  • conductive services + others (in this case, massage therapy and baby massage)
  • smart, businesslike website (no sucrose sentimentality)
  • none of those tired old 'Cottonist' explanations of CE (alleged 'principles')
  • flexible services (starting with individual services, perhaps groups later)
  • six days a week (and no mention of school holidays)
  • competitive prices
  • not a charity but a business
  • in the prosperous,  sunny South of England
  • fresh.
To early perhaps to confirm a trend in new ventures in the United Kingdom but something to be looking out for as a new-contender model on the block...

Also on Facebook

Saturday, 6 September 2014


Yet gone is not necessarily forgotten

The first week of September has seeen at least two long established CE websites 'Closed for reconstruction':

There may be others.

Not lost

Should you ever wish to check back to the earlier versions of these two sites (or indeed to other discontinued websites) it is worth remembering that their data are not necessarily lost. Earlier materials on these sites or anywhere else may be recoverable free of charge through the Wayback Machine.

The Wayback Machine is a digital archive of the World Wide Web and other information on the Internet. Find it here and just enter the URL that you are seeking in the search box at the top of the page:

Doing so for these two sites will take you to:

Clock on the highlighted calender dates for particular 'captures'.

The Pető Institute's website archive is available back to the year 2000, Paces' goes back to 1999.

A much earlier item on this