Friday, 15 April 2016

«Кондуктивная педагогика в реабилитации ДЦП»

Conductive pedagogy in the rehabilitation of cerebral palsy

Ida Igra's lecture in Kiev

This Saturday sees Ida Igra's free public lecture in Kiev. Here is some written background material to her talk, published in advance in the online magazine IT-Mama –

Conductive Education in the rehabilitation of cerebral palsy
On Saturday 16 April there be a free practical lecture by Israeli Candidate of Pedagogical Sciences, conductor Ida Igra. The lecture will address to some of the most important issues related to rehabilitating children with cerebral palsy:
  • how to help children with cerebral palsy to adapt
  • what kind of table children need so that they might eat for themselves
  • how to teach children to sit better
  • how to help them socialise
  • how they work with similar problems work in Europe and Israel.
What is conductive pedagogy? Conductive pedagogy is a system for educating children, young people and adults with impaired functions of the central nervous system, the purpose being to restore motor, speech and mental functions. A comprehensive rehabilitation programme based on the principles of conductive pedagogy reflects the form and the rhythm of the life of a healthy child, including physical, mental and social requirements.
Contemporary conductive pedagogy is one of the most effective methods of habilitation and rehabilitation of children with cerebral palsy and other lesions of the central nervous system.
In the process of this work (both with groups and with individuals), there is simultaneous development of motor skills, prevention and correction of contractures, formation of the motivational base, personality development, improved cognitive abilities, and use of (reinforcement)) of already acquired skills. Great importance is granted to self-help skills, dressing and undressing, eating, toileting, etc. The aim of the work is to develop the subconscious construction of motor stereotypes in all kinds of activity and to secure the skills that subsequently lead to making movements automatic.
How does this practice go? The motor activity of children with central nervous system disorders is often lessened, therefore to motivate children to move all classes take place in the form of play (the play always corresponding to the intellectual level of the child's development), and proceeds in a warm social atmosphere.
What do you need to know about the development of the program for the child? In drawing up the programme account is taken of each child's pathology (motor, communication and intellectual abilities), all the exercises are based upon physiological movements. When performing exercises the conductor gradually minimises the help given, permitting the children to take part in the movement independently. The basic exercise is divided into smaller goals, small constituent parts, so that their execution becomes more intuitive and manageable. For example, the algorithm of the movement 'I stand up' is broken down into simpler elements, such as sliding to the edge of the chair, bearing on the legs, lifting the pelvis above the chair and a further extending the body. For children as for adults, completing these small tasks to achieve their desired goal with less erffot, feeling that they have done it on their own, brings them joy. In consequence, knowing the algorithm for performing this movement will help consolidate this skill. The conductor tries to bring this to the independent implementation of all exercises, and then to the daily use of the acquired skills. Consequently, knowing the algorithm to complete this movement helps consolidate this skill. The conductor tries to ensure the independent completion of all exercises, and then the daily use of the acquired skills.
The process of teaching improves the quality of life, a social adaptation occurs. It is impossible fully to adjust the surrounding situation of those with damage to the central nervous system, you have to teach them how to operate, how to use it use it. For example, step over the threshold, to open or close a tap, use the stairs, use public transport, etc.
How very, very nice...
  • to see a fresh, culturally relevant account of conductive pedagogy
  • to see this being a wholly psychosocial account, without the tired echoes of Esther Cotton's understandings, or fruitless recourse to cod neuroscience, both of which bedevil so much of the CE discourse in the West
  • to see conductive pedagogy being taken to the families of a country of the former Soviet Union, rather than being presented to them as something that they have to leave home for.
Congratulations to all those who have made this venture possible. Where to after Saturday...?


(2016) Лекция: «Kондуктивная педагогика в реабилитации ДЦП» IT-Mama, 11 April

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