029 2089 0397
029 2089 0397

Conductive Education

Conductive Education teaches students how to learn to solve problems when faced with them. It is a holistic, movement based educational approach for children and adults who have neurological motor difficulties.

We have a specialised team of conductors within the school that work towards three core goals:

  • Construct a new way of functioning
  • Challenging targets
  • Solving problems

All lessons are based on developing the student’s personality and an individualised approach of the curriculum and therapy targets.

At Craig y Parc School the curriculum is based on, and firmly embedded in the theory and practice of Conductive Education. This ethos enables our pupils to develop independence, living as active and purposeful individuals. Conductive Education is an educational and holistic approach to the development of the child with Cerebral Palsy and other neurological motor disorders.

NICE defines Conductive Education as follows: “CE is based on a ‘simple’ concept of human potential; meaning that everyone has the capability to learn and develop irrespective of their starting point. Whilst most of us agree with this statement in practice many systems place barriers and boundaries on this learning. People with disabilities frequently spend much of their time being assessed for what they ‘cannot do’ rather than what potential they have. Conductors are highly trained to observe this potential in a person; to nurture their development and devise structured programmes to enable success. CE combines education, psychology and medical science and considers all aspects of the person simultaneously.”

Every aspect of the pupils’ day is considered a learning opportunity, contributing to the development of their whole personality:

  • Each day begins with a motor learning programme during which the pupils develop problem solving skills and independence through a series of tasks in lying, sitting and standing positions.
  • The skills learnt during this time are then transferred throughout the rest of the day, for example, when taking part in personal care or accessing a computer.
  • At Craig y Parc, the aim is not to compartmentalise our pupils’ learning into different areas but rather to embrace all areas of learning within every lesson. For example, within a curriculum lesson, the teacher will build in opportunities for each pupil to develop their physical, communication and social skills in a way which complements and encourages engagement and learning.

Therapeutic input is integrated into the curriculum via a trans-disciplinary team which includes:

  • Conductors
  • Physiotherapists
  • Occupational therapists
  • Speech and Language Therapists (SALTs)