Thursday, 24 September 2015


Journal article by conductor Andrea Benyovszky

Journal articles on Conductive Education have been rare in recent years. So have been journal articles on conductor-training, and articles written by conductors. Here is one that is all three rolled into one and, as a bonus, it is on line, free and open access.

The author is Andrea Benyovszky of the CLC (Conductive Learning Centre) and Aquinas College, of Grand Rapids, Michigan –


During the 1980s, the methodology of Hungarian-created conductive education began its innovation in becoming an international model for working with individuals with physical disabilities. Its prevalence has increased around the world ever since. These international interests stimulated efforts to develop ways in which the discipline of conductive education (CE) could occur abroad and as a result, develop a worldwide network of practice. In the United States the first establishment of this international model of conductive education occurred in Grand Rapids, Michigan. Under the professional supervision of the András Pető Institute of Conductive Education and College for Conductor Training, (MPANNI in Hungarian), the Conductive Learning Center (CLC) was established in 1999, enrolling students to participate in the conductive education model and also serving as the laboratory school for the Aquinas College (AQ) teacher preparation program for earning the endorsement to teach the Physically and Otherwise Health Impaired (POHI). Currently, this collaborative program at AQ provided with MPANNI is unique in North America.

To read the complete article, stay on the Abstract page and click on the button marked Full Test PDF just above its title:

The article gives Andrea's perspective of the development of Conductive Education, in Hungary, around the world, in the United States, and in Grand Rapids. She then describes the structures of the conductor-training course at Aquinas College and the services at CLC.

Some quantification

Andrea reports –
The CLC operates continuous conductive groups for local families during the traditional school calendar year and within the same school year offers a system of intervals of intensive sessions (4-5 weeks long). These sessions are frequently accessed by students and families that do not reside in close proximity to the CLC. There are nine school year sessions that are four weeks in length and additional summer sessions are five weeks long.

Some more figures –
  • over the previous 13 years, more than 60 Hungarian conductors had worked at CLC for one to three four-week sessions, with many returning on a rotating basis at their own request
  • each year the CLC serves some sixty to seventy pupils with various motor disorders
  • between 1999 and 2011, 306 children participated in a least one-four week session
  • the first student conductors were admitted to the training course in 20oo
  • there are no figures given for how many students have been admitted to the training course over the years, and completed it
NB American English. 'Students' signifies pupils.

More on CLC

For another account of the development of Conductive Education in Grand Rapids, see the book Breakthrough parenting for children with special needs by Judy Winter, pages 125-126

See also:


Winter, W. (20o6) Breakthrough parenting for children with special needs: raising the bar of expectataions, San Francosco, Jossie-Bass

Benyovszky, A. (2013) The replication of the system of Conductive Education in the United States, Acta Technologica Dubnicae, vol 3, no 2, pp. 66-72

The open-access journal Acta Technologica Dubnicae is published in Slovakia, in English

Labels: , , , , ,


Post a Comment

Subscribe to Post Comments [Atom]

<< Home