Thursday, 3 May 2012

TRYING TO EXPLAIN SOMETHING

THAT ON THE WHOLE EXPLAINS ITSELF POORLY...

...leaves sympathetic observers, trying to try to make make sense of what they see and hear, with some terrible disadvantages:
  • insufficient exposure to what they are analysing
  • a mountain of daft materials readily to hand
  • little or no understanding of the philosophy
  • use of existing concepts and vocabulary
  • not a wrinkle of appropriate theory
  • no critical friends to guide and mentor them.
Result? More stuff like this –

CONDUCTIVE EDUCATION
Conductive Education was founded in 1948 by Dr. Andras Peto in Budapest, Hungary. Dr. Peto’s therapy – often referred to as rehabilitation through learning -  is founded on the belief that children with motor disabilities can learn and develop physical movement through repetitive skill exercises.
The underlying theory behind Conductive Education is that while a healthy child learns physical movement through assimilation, a child with a motor disability must be taught to develop these same movements as a skill set.
While still not widely known in the United States, Conductive Education is a mainstream form of therapy for children with motor disabilities in Europe, the United Kingdom, Australia, China and Canada.
Conductive Education has been found to be beneficial for children with cerebral palsy and brain injury. The intensive group therapy approach used in Conductive Education is aimed at creating new neurological pathways to help overcome significant brain damage.
Using music, devices and other apparatuses that aid movement and repetition, Conductive Education helps children develop and maximize functional independence through goal-directed activity, verbal regulation and group dynamics. The therapy focuses on the child as a whole – recognizing all of the aspects of learning – and aims to give the child greater independence in the activities of daily life.
Unfortunately, Conductive Education is not appropriate for every child with a motor disability. Children with uncontrolled seizures, significant sensory processing impairments, vision or hearing issues and severe cognitive delays may not benefit from the therapy. Since Conductive Education occurs in a group setting, children with behavioral issues or those unable to tolerate the intensity of the program may also not be candidates.


This well-meaning example was notified today from a US resource centre for parents and carers. It looks like a cut-and-paste job from websites that its compilers may have felt no reason to consider other than authoritative.

And so on into the system it tumbles, to be well-meaningly cut and pasted, copied and plagiarised in its turn.

But can you detect in it more than a slight and distorted stain left to mark the passing of conductive pedagogy and upbringing as they sink below the surface and dissolve into a new social context?

Most recently on this theme


Also consider:


Initiatives like this one might seem 'academic', peripheral to the concerns of most people involved with Conductive Education around the world, but they may prove a decisive measure in countering this problem.

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