Wednesday, 29 August 2012

MALPRACTICE

You couldn't make it up
But what can you do?
...most children with cerebral palsy are of normal intelligence.... there has been evidence to suggest that conductive education can help prove [sic] a child’s prognosis and independence... and can help prevent some complications associated with ataxic cerebral palsy, such as malnutrition.
These snippets are from a rather anonymous website that looks like one of those irritating sites that some law firms put on line for search engines like Google to spot and so attract unwary punters. If this is the case then this is a modern form of ambulance-chasing.

The website in question here is based in the United States, and is called Medical Malpractice.

Informational malpractice

The same webpage leads me to an exposition on stem cells. This begins –
Stem cell treatment for cerebral palsy has offered a thrill of hope for millions of parents who have children affected by the debilitating condition. Conventional medical treatments have not offered any radical improvement to cerebral palsy patients’ quality of life – they merely attempt to treat the symptoms and provide therapy for behavioral issues. Stem cells accomplish something very different...[continues]

I do not think that one can be sued for dissemination of befuddling, harmful information.

Reference

(2112) Conductive education improves ataxic cerebral palsy prognosis, Medical Malpractice Lawyers, 21 August

Monday, 27 August 2012

FORMAL SINO-ISRAELI FIVE-YEAR LINK

Tsad Kadima to consult to New Milestone Project

It is announced that the Board of Directors of Tsad Kadima in Israel has agreed to a formal request from the Social Service Guidance Centre of China Disabled Persons' Federation, inviting Rony Schenker to act as overseas advisor to the Cheung Kong New Milestone Project on Cerebral Palsy over the forthcoming five years.

Nearly a quarter of a century of close, continuous collaboration between families and service providers has brought about a coherent model for conductive upbringing in Israel, along with a considerable indigenous conductor-workforce and now its own conductor-training programme.

It will be interesting to see how the resulting practice might generalise to the vastly different cultural and social context of the People's Republic – and what fresh insights might flow westwards in return.

Indicative reading

Schenker, R. (2012) Middle East meets (Far) East, The Conductive Post, 4 February

THERE'S A LOT WRONG WITH AUSTRALIA

As Australians will be the first to tell you
But there is another world out there...

I mention Australia particularly here only because the following report from the Philippines brings back to mind a cluster of problems manifest in the continuing development of Conductive Education around the world:

http://autismsocietyphilippines.blogspot.co.uk/2012/08/a-different-world.html

There is also of course a lot wrong with the US, the UK, NZ, Germany, France, Canada... etc., etc. Just ask the people who live there, especially those bringing up disabled children, and caring for disabled adults. Ask disabled people themselves. There is such a lot that remains to fight for. I write here of course about the rich nations.


A problem for developed societies 

So many of the problems alluded to here are not simply those arising directly from disabilities. Years of already hard-fought campaigning have brought some amazing steps forward but, along with advances our societies have  contradictorily created a whole new layer of problems to be solved.These arise out of the professions and the institutions that had once seemed to promise unmitigated,uncomplicated progress towards solutions. Not to put too fine a point upon it, there is the perhaps inevitable experience that institutions soon develop goals of their own, to further and protect their own interests and the interests of those dependent upon them for a living, their employees, the professionals. Along the way, the word 'professional' may come to connote threat and opposition rather common cause and practical help. 

Witness the resistance of existing interests to embracing aspects of the 'conductive message'. Their response  seeming to bring together two factors:

  • first, that the conductive message opposes fundamental tenets of an evolved, entrenched status quo in understanding and providing for disability
  • secondly, the leading role that parents have taken in establishing most of CE's bridgeheads around the world publicly challenging the existing power relationship between service-users and service-providers.
The problem for developing societies...

...is that they are in no position to afford such niceties, and indeed in many cases may never be.

Reporting on a visit to Western Australia, under the heading 'A different world', Ranil Sorongon from the Philippines writes –
Last August 7 and 8, I had the opportunity to join the delegates from Samoa, Solomon Islands, Malaysia, Indonesia, Pakistan, Tuvalu and Bangladesh for a visit to the different centers and institutions that provide services to children with autism and other disabilities in Perth, Western Australia.
We were fetched from our hotel by Ms. Dawn, a volunteer of the Early Childhood Intervention Council of Perth and was brought to Carson Street School at East Victoria Park, a center catering to children with different disabilities like autism, cerebral palsy, Down Syndrome – some with profound disabilities.  The Principal welcomed us and Ms. Shona Ballantyne,  the Conductive Education Services Coordinator, gave us a short orientation about the school.  The team walked us through their classrooms, indoor swimming pool, therapy area, music room and play ground.
While touring around the facilities, I was very observant of the very tidy classrooms, the different equipment, toys and other materials used by the teachers and manipulated by the students.  I was struck seeing a child with profound disability lying on the floor but still part of the class.  It was a truly inclusive scenario!
I can’t help but compare the situation of the private and public schools in the Philippines. It made me feel sad and envious thinking that Filipino children with disabilities would very likely develop and learn more if we had those equipment, toys and facilities...
Their whistle stop continued will visits to Western Australian Disability Commission, Early Childhood Intervention Australia, Heathridge Primary School Accelerated Learning Center for Autism, and the Sate Child Development Center...
While I love my country very much, I am made aware that services for children with disabilities are so inadequate, sometimes non-existent, in the Philippines.  In Solomon Islands, Samoa and Tuvalu, the situation is even worse – speech therapist and occupational therapists are very difficult to find. Even with the presence of international agreements like the Education for All, the Convention on the Rights of the Child and the Convention on the Rights of Persons with Disabilities, these conditions exist and will continue to exist, if governments will not prioritize this marginalized sector. Persons with disabilities and parents of children with disabilities must demand from the duty-bearers, the government, the fulfillment of their basic rights.
Living in Western Australia would be a privilege; but there is still no place like the Philippines, my home. My experiences in Perth posed a challenge to me to further engage government and other stakeholders for a more humane world for all, especially individuals with disabilities.
If you live in a developing economy, it hardly needs labouring that your  services for the disabled will be minimal or at rock-bottom . You will face few of the secondary-order social problems that services may create for their users in the developed economies.  Mr Sorongon's  telling report is just one more tiny window on to the gross disparities involved:

What to do?

With respect to movement disabilities in adults and children, Conductive Education offers do much that seems a priori suited to the developing world. So how to realise this in terms of effective and implementable social action? A few brave souls have been trying to make their own individual contributions, and there are the possibilities still unrevealed in the major efforts to create conductive services for children in the People's Republic of China. Compare the very different experiences reported this year on The Conductive Post by Natalie Ibarguen Sanchez and by Rony Schenker:


But in between these two extremes, there is little substantive to report, perhaps hardy surprising from the West's point of view when it is so beset with its own economic problems – though I recall little of great scale from the days of plenty.

What even to say? I peeled back a small corner of this at the World CE Congress in Hong Kong nearly two years ago:


This topic has not, however, emerged as an identifiable issue within Western Conductive Education (what has, you might ask). Quo bono? Who would benefit if it did? If a conductive pedagogy of the oppressed is to emerge at all, experience suggests, from fields far wider than Conductive Education and even disability, then this will have to be forged from within the social experience and endeavour of those directly involved.

Meanwhile of course there is no discredit in the continuing struggle of privileged families in the Western world to resist established ways of thinking and working, and fight for a better alternative.

And possibly, the two together might find commonalities in their struggle from which both might learn -- with even the possibility of mutual formal arrangements such as that between bodies in Israel and China, just announced:


http://www.conductive-world.info/2012/08/formal-sino-israeli-five-year-link.html

References

Sanchez, I. B. (2012) Taking a little bit of Conductive Eduction to Kerala, India, The Conductive Post, 16 June 2012

Schenker, R. (2012) Middle East meets (Far) East, The Conductive Post, 4 February

Sorongon, R. (2012) A different world, Autism Society Philippines, 26 August

Sutton, A. (2011) Last Year In Hong Kong, Conductive Education Press

Tuesday, 21 August 2012

OLYMPICS

Continue

I am being reminded that the Olympics are far from over. First came Susie Mallett's blog posting:


Then hot foot came an email from Emma McDowell –

I have hitherto taken little interest in the type of spinal injuries that the famous (world famous!) Stoke Mandeville hospital deals with. This was unexpectedly changed last night by a film that I saw on TV, The Best of Men, a dramatised story of how the Paralympics started in 1948, with Dr  Guttman (German Jewish refugee doctor) in star role.

I don’t know whether many people in CE will have caught it but if they did, they must have been struck by certain resemblances between the hero, Dr (later Professor Guttman) and Dr Pető !

The film may have idealized Guttman a bit – as the various Pető-remembrances do him – the article in the Radio Times tells a bit more, as do recent researches about Pető

Tragic times turned glorious for Guttman, who was lucky enough to land in England – Pető had a harder life, and paid more dearly for his 'luck' when allowed to start his work in Budapest in 1945.

What a great subject for a comparative study!

Play it again...

As long as you live in the UK, you can see this film on BBC iPlayer:


If not, you can, see a short clip here:

Monday, 20 August 2012

WHO'D PLAY ANDRÁS PETŐ?

What a psychodrama!

I have had this posting stashed away for ages. This seems as good a time to air it as any other – and it is the silly season, after all.

András Pető has always struck me as a good subject for a biopic – especially, as the years have gone by and our hero begins to be prized free, ever so slowly and gently from the mystery that he spun around himself, and his story departs further and further from the bland, cosy hagiography of Conductive Education's own little creation myth.

But who would play the part of András Pető? Granting that my fantasy-casting reflects the world of Anglo-American film-making, disgraceful, disrespectful and culturally insensitive I know but all that I can manage, here are a few suggestions.

Peter Lorre?

I know Peter Lorre from his bit parts in a number of Humphrey Bogart's films. Ever since I first heard of András Pető I have visualised him, particularly in the inter-War period, rather in the image of the rather dodgy, edgy little man of the sort that Peter Lorre played. There is an surviving photograph of András Pető passed round showing that I assume comes from some time around then, smartly turned-out, a bit of a dude, posing with a cigarette-holder. Peter Lorre, I am sure, would have captured that man to a T. Here he is, blowing his top in the Maltese Falcon, using the same sort of language as you-know-who was reported to use in his tantrums:


Peter Lorre was one of the host of central Europeans who helped build up the Californian film industry between the wars. Like Andras Peto he was Jewish. In Vienna before he emigrated he had experienced some minor psychological problems, and found his way to Jakab Marino and experienced psychodrama. Whether or not this helped his psychological problems I do not know but he did rather take to acting as a result, and that is how he came into films. I suppose that it is not too fanciful to wonder whether in the strange world of Vienna of the the early twenties...

Yes, I am sure that Pater Lore could have conjoured up a good inter-War András Pető – but he died in 1964 so I have to leave him off my list.

Orson Welles?

The problem of a biopic of András Pető is the not uncommon one arising from a long life, and the physical as well as the psychological changes that often acocmpany this. To me the immediate post-War years saw a contradictory András Pető emerging from the shadows. Despite his virtues this András Pető was secretive, obsessed, self-preserving, devious and, yes, amoral. This side of András Pető, man of mystery and intrigue, is evoked for me by Orson Welles. in The Third Man:


I like to think that Orson Wells could have made a good job of that side of András Pető's character as well.

While I am at it, it would be nice to commission music from Anton Karras.

Unfortunnately for my purpose, Orson Welles died in 1985 and Anton Karas a few months before.

Bob Hoskins?

While I had contact with Bob Hoskins over the making of Ann Paul's short promotional film A gift from Hungary, I used to think that here was a dead ringer for a sightly older András Pető, in later years. His manner with the children at the then Birmingham Institute, though different in specifics I am sure from precisely how András Pető might have been, struck the right note. But what about the other side of András Pető's character? Then, a few years later, I saw The Enemy at the Gate, set during the Battle of Stalingrad.

Bob Hoskins played Commissar N. S. Khrushchev, charged by Stalin to achieve the impossible: check the rout of the Soviet Army, hold the line, halt the advance of the unstoppable German forces, and totally defeat them. At all levels, this would be a triumph of the will.


Determination and purpose such as portrayed here in N. S. Khrushchev could will back movement into paralysed limbs and push back the implacable forces of bureaucratic distrust and professional envy – so that András Pető's fledgeling method could not only work but survive, and even develop and extend its application.

Bob Hoskins is still with us but has recently announced his retirement from acting, as a result of Parkinson's disease.

Academic exercises...

I would not make much of a job as a casting agent, though the exercise of who and how to cast for a biographical film on Andras Peto, offers a simple little mind game with which to question how he might be visualised and projected.

No doubt others attempting this would seek to create different icons. And no doubt too there are younger, active film actors who could play András Pető at different stages of his life, as well, differently or better.

And then the is the question of writing the screen play. András Pető wrote a psychodrama on Adolf Hitler, published in his Unfug, so why not one on the man himself? (It will not be me who tries it.)

For the moment, there is no desperate hurry to operationalise matters in such ways, as there is neither appetite nor market for a film on András Pető. It will some time before the process of discovering the historical András Pető has reached a stage where enough is known, including the essence of that mysterious Ingredient X that drove him to be who he was and do what he did, for anyone convincingly to reconstruct the strange drama of his life. And without that mystery ingredient his story may never have the commercial zing needed to create a saleable product.

In the meantime, dream on, and continue fantasising. Or try another mind game: who might play Mária Hári at different stages in her odd but very different life? 

Wednesday, 15 August 2012

CRAZIER AND CRAZIER

Just not good enough

On Tuesday Conductive World drew attention to a website that is misrepresenting Conductive Education to a truly heroic degree:


I have just checked back. As a result I added the following comment to the site – .

If I wanted to publish something on line to inform people about something of which I know nothing, say, cataracts I would probably start by identifying informed sources then sharing some of what I find.

I should be dealing with painful and vital realities in peoples lives and bodies. If doubts were expressed about what I then communicated, I should feel awful. I would withdraw my offering before it did harm to people, and go back to the drawing board. Or just stay away from something that clearly I do not understand. That is if I really cared.

I might even feel a little worried, and take a few minutes to see what I could find out about who had expressed doubts about my advice. What do they know? In the instance that has prompted my comment here, Google would take but a few minutes to suggest to me that they might know something, and indeed already expressed this at great lengths in the public media.

What I would not do is stand my ground, affirming my credentials by means of having seen an old television news item, and asking whether anyone who has experienced or been treated for cataracts has anything to add. All things aside, I would not do this for no other reason than that I would not wish to be held liable in a court for damages resulting from advice that I had posted.

Cataracts? Conductive Education? What is the difference here? Surely not that children with motor disorders and their families, and what is done for then, just do not matter?

Look yourselves, and see what Norman Perrin (UK) and Sue O'Reilly (Australia) had already commented on this site, and how they were answered. No one or no organisation yet from North America:


It is not too late to have your say...

References

– (2012) Kids with cerebral palsy get help from Conductive Education, Ams Vans, 3 August

Sutton, A. (2012) CE's poor public image: moving from tragedy to farce, Conductive World, 7 August

Sunday, 12 August 2012

ANDREW SUTTON

Who he?

I am no stickler over details, nor overly fussed over identity, status or public reputation. As Mária Hári used to say, such things are an indifference. Well, almost.

If anything I was therefore amused rather than offended when I saw myself announced amongst the experts to a keynote address at the seventh world Conductive Education Congress, to be held in Munich next year:


Not by the actual announcement, I hasten to add, but about how I am credentialled there:

Dr. Andrew Sutton
School of Health and Population Sciences
College of Medical and Dental Sciences
University of Birmingham

A quick on-line check tells me –

In 2004 Andrew spent one year at Imperial College as a Research Assistant in the Centre for Research on Drugs and Health Behaviour, before returning to the Health Protection Agency in 2005 to resume his previous role.
In May 2007 Andrew left the Health Protection Agency and moved to the University of Warwick to take a Research Fellow role which focused on research into the transmission dynamics of Theileria Annulata an often fatal tick-borne disease of cattle.
In August 2010, Andrew joined the Health Economics Unit at the University of Birmingham


This link reveals that my namesake follows a respectable academic career in medical research, far more wissenschaftlische than I could ever have managed – just the sort of level of scientific research that CE aspires to, albeit not in a field of immediate relevance.

Saying 'Sorry'

I have written to my namesake to apologise. I hope that he has not started receiving funny emails from around the world, asking him unanswerable questions

The name 'Andrew Sutton' is dirt-common in the English-speaking world. It could be fun to be mistaken for the celebrity chef at Disneyland in Napa Rose, or the dance-teacher known as 'Smooth Savoy' who specialises in something called Swing Dance. But it has never happened. Maybe another time.

I have also written to KIT, the conference organisers working on WC 8, to reassure them that I am not in the least offended by this understandable error. Another quick internet search suggests that KIT is a considerable, classy and slick operation:


KIT can  work only with the information that it finds. I expect that I come in under its radar.

Kafkaesque, Orwellian?

This question of identity presents a bit of a problem. This is a world where who you are is defined very much in terms of what you are, and 'what' here means what you do for a job, and where you do it.

I have no job, so how do I credential myself to fit among those keynote speakers announced for WC 8?


Various suggestions have been made: retired, pensioner, unemployed, amateur, dilletante, gentleman, dabbler... I am honestly at a loss for words.

Kafka? Orwell? Neither really. Kurt Vonnegut, however, points a way to an answer. through the moral to Mother Night

We are what we pretend to be, so we must be careful 
about what we pretend to be.

So, I have invented a job and this is what I shall pretend to be: General Editor, Conductive Education Press. Maybe by the time of the Congress next year it will be true.

I shall have to be careful...

Thursday, 9 August 2012

TRAWLING THE INTERNET

Dredge deep with Bananaslug

Bananaslug is a long-tailed search engine. You can use it as a game, a way to while away a few spare minutes in front of the computer, or you can use it for serious purpose. Whichever, it has the capacity to surprise.

What lies beneath

If you are using a 'proper' search engine, with its canny but top-secret algorithms for prioritising its results, you will be presented with hits in their strict order of importance as defined in the way that the given search engine thinks is best.

It seems certain that Google's secret system, for example, pays enormous attention to the number of links that sites receive from other sites. In the real world, this may indeed rank sites in an order of importance or even veracity. In this respect, however, as in a few others, the world of Conductive Education does not work like the real world around it.

Why not? One has to suspect that in the world of Conductive Education many of those who put up lists of 'Useful links' have very little idea of what might be useful, for what purposes – or, perish the thought – the simply construct their new list by copying from one already put up somewhere else. One does sometimes wonder whether they have themselves consulted/read some items on their lists.

The effect within a small sector is to distort the accessible knowledge base, even the hierarchy of knowledge. It could be one reason why the world of Conductive Education is persistinglynso uninformed.

Below the surface layer


Enter “conductive education” into the search engine of your choice – and Click! You will receive a very large number of hits. Tale a few minutes to skim down the first, say, five pages and what do you see? Sites that are long past their sell-by dates, centres and services that no longer exist, and a lot of 'usual suspects'. Open some of these. What do you learn? What will the potential newcomer to the field learn, or the serious journalist, or the researcher, or the decision-maker?  

To raise this question is not to deny that there may be 'good stuff' mixed in there, or answer the further question of how people are to learn to sort wheat from chaff in order to find it. Both this is a second-stage question. First you get through the great mound of the flotsam floating on top of the results of your web search. How do you to dig down and fish around in the enormous depths that lie beneath the top five, or ten, or even fifty results pages. What hidden treasures lie hidden beneath? Reach down and there are some remarkable things buried there.

Pull some of these up and you will still have the problem of sorting through them, but you will at least have a less corny handful to select from.

Bananaslug's random-search paradigm

Bananaslug makes no pretence to present information in order of importance. On the contrary.

Instead, it pairs the subject of your search with a word chosen at random, and then finds web pages in which the two terms both appear.

The result will likely include a load of debris and dreadful things from the dark depths of the data pool some of which you might not like to examine too closely, but it will likely also include web pages that you would never have thought of looking for.

Very simple to use...

All you do is enter what you are searching for, let us say for example “conductive education” (I put in the inverted commas to restrict the search to the whole phrase, not its component words). Then you can leave it to Bananaslug to chose a random word to pair with it, or you can chose for a word to be selected for you, randomly, from a list of pretty unlikely-looking categories.

It costs nothing.

There is of course no reason to use Bananaslug to do this. Pick a random word out of your head for your pairing. As far as Google and the others are concerned it is all the same to them. But the vestigial psychologist within tells me that this would not prove to be a really random search and you would end up with a rather more predictable and rather less random selection of information as a result – and that's no fun.

Tuesday, 7 August 2012

SUMMER CAMPS, WHAT LIES BETWEEN?

A different question might bring different answers

Conductor Susie Mallett has reopened the eternal question (well a question that has been asked since the late eighties, an eternity if satisfactory answers are yet to gain general currency) – what to do for the best when summer camp is over?


Norman Perrin and I have ding-donged over this on Susie's blog. Here's something of this, from me –

Not only now but for any foreseeable future, even in what some might mistakenly regard as a country with 'a lot of Conductive Education', the UK for example, only a fraction of one percent of children with relevant conditions will ever 'attend a full-time conductive education school', This applies and will apply however generously (slackly) this phrase is interpreted.

In the UK anyway, and I suspect almost everywhere else too, parents cannot 'choose … for their child to attend a full-time conductive education school.'

Put it another way, for economic and social-policy reasons nearly all children who might potentially benefit from receiving Conductive Education delivered in the way that Norman applies will be denied this for the duration of their childhood. So will generations to come. I suspect that the same will be so for most other places too.

Now for Norman's specific questions...

Is something better than nothing? This simplistic notion is understandably seductive. But think, for example, of a discontinued course of penicillin. Or a motor-car engine that is 90% complete, lacking only the carburettor. Almost certainly, if something works as a system, it will not work with even one vital bit missing. With respect to Conductive Education, there is no a priori reason to think that any of the usual quick-fix substitutes will work, nor empirical reason either. There are many reasons for people to offer such interventions, and for clients to take them up, but these are another matter.

CE developed in a particular social context to fulfil particular roles. Why expect it to 'work' in other contexts, to fulfil different roles. Of course the conductive system is flexible, as are some of the people who carry it within them, but how far can this stretch without distorting and weakening its effects?

Something more radical is needed. There was precedent. In Hungary in the late forties, AP himself found that he had created the radical concept of 'groups' when he had so many people apply that he could no longer deal with them individually. And the Akoses' parent-based service model, when there was not a single conductor as far as I know in the whole of Germany in the late sixties, was no less radical.

Norman writes –
...we need to begin to develop a menu of options which might better suit the circumstances and choices of the parents, the child and the family.
'One implication might be that when summer school is over, the work of the conductor and the CE centre is not but that there is a continuing need for contact with the family, a reference point for the family for further continuing advice on conductive upbringing. 

Begin? In 2012?

On might start by questioning why anyone who works with disabled children and their families should consider it appropriate to staff services according to school terms. And by questioning whose are the primary needs that CE services are established to serve.

I reiterate:
...conductive upbringing and conductive lifestyle comprise the primary situation to aspire to, supplemented by direct pedagogic experience with conductors if and when possible – not the other way round.

Go to the Conductor blog to read what Susie and Norman have to say, and to contribute your own views on this:

CE's POOR PUBLIC IMAGE
Moving from tragedy to farce

You couldn't make it up

Somebody called Sherri did –

...Thanks to treatment developed at the Peto Institute in Budapest, Hungary, children with cerebral palsy are rising from their wheelchairs and walking again ... cerebral palsy [is] a condition that leaves the brain damaged after birth, typically because of a temporary lack of oxygen. In patients with cerebral palsy, the connection between the mind and the body’s muscles is broken. The majority of children grow up in a wheelchair...

American doctors said there was no hope, he would never walk on his own. [His] mom searched for solutions and found the Peto Institute, where doctors told her that her son could walk, but she would have to move with [him] to Hungary to take advantage of their program...

At the Peto Institute, [he] was immediately put into a form of brain-muscle training classes called conductive education. The teachers are called conductors, and they spend eight hours a day, five days a week, tirelessly showing children like [him] how to move, repeating simple motions over and over to near exhaustion.

The idea behind conductive education is that if the brain is forced to try, it will find a way to reconnect the broken connection between the brain and the body’s muscle. Andras Peto, a Hungarian doctor, came up with the therapy just after World War II. His belief that children could learn the skills that lead to an independent life has led to 1,500 children from all over the world participating in the Peto Institute’s program. The program was continued after his death by one of his first conductors, Dr. Maria Hari.

The program is no easy task. The children work on a table called a plinth, modeled after a Nazi concentration camp bunk with little cushion or comfort. The children are forced to feel the movement through a controlled and constructive use of pain...

'He has bruises. All the kids have them, and they laugh about them, because they’ve been working so hard … It’s a hard surface, and I know it’s difficult on him, but it makes him want to do the exercises quicker and get off of there. It makes him want to do them right so he’s finished with it. Everything they’re doing on the plinth is strength and flexibility, which he needs both of'...

Thankfully for parents of children with CP in 2012, there are many conductive education centers around the United States, so parents like Lesley no longer have to make the costly trip abroad for their children’s treatments. The video … is from a center in Tuscon, Arizona and it gives a good glimpse into the muscular training classes...

http://blog.amsvans.com/55715-kids-with-cerebral-palsy-get-help-from-conductive-education/

Phew!

Who needs satire?

I see no reason to think that the above was written with other than the best intentions, having been concocted in the way outlined last month in a posting on Conductive World:


You couldn't make it up. This one is for real and presumably will be already contributing to CE's steadily deteriorating public image. Bibbidi-Bobbidi Boo indeed!

Who need friends?

CE's worst enemies could not, however, have dreamt up a more harmful little tale to do damage to the reputation of Conductive Education.

Whose job to clean up the mess?

It would be nice to think that there are public-spirited individuals and organisations in the US with the gumption to step in and do something about this one.

Perhaps ACENA, the Association for Conductive Education in North America might have a role here.

Its 8th Annual Conference will be held in just a month from now:


References

Sherri, (2012) Kids with cerebral palsy get help from Conductive Education, Ams Vans Inc., 3 August

Sutton, A. (2012) Knowing Conductive Education, Conductive World, 31 July