Conductive Education is described as rehabilitation through learning. This unique group method of active learning allows individuals living with motor disorders opportunities to maximize their functional independence. The intervention technique provides a cost-effective, time-efficient group program, which promotes success and personal goal achievement.
This advanced training offers the practitioner higher level clinical knowledge and experience as well as hands-on clinical skills with conductive education. Additionally, the certificate program provides the opportunity for the development of evidence-based practice, which may lead to further studies supporting CE.
• Online part-time program
• Sixteen credit hours in one year
• Program is eligible for 45 PT or OT continuing education units
• Practicum experience may take place at the Center for Independence through Conductive Education in Countryside, Illinois, or similar environments.
• Faculty consists of experienced OTs, PTs, and Conductive Education Teachers.
Why Pursue This Certificate?
Conductive Education provides a method of intervention that maximizes a practitioner’s time with the client. Based on clinical practice settings, CE can offer a variety of advantages.
CE for School-Based Therapists
• educationally relevant model
• maximized client function and independence
• time-efficient and effective
• contributes to a systematic change in the way that services are delivered
• intensive motor training within the school environment
CE for Hospital-Based Therapists
• intensive rehab model
• maximized therapy time, cost effective, transdisciplinary
CE for Long-Term, Residential-Care Settings
• group model
• maximized client independence
• enhanced rehab service delivery
• increased socialization opportunities
This program was initially funded by The Coleman Foundation and developed in partnership with the Center for Independence through Conductive Education.
Conductive Education Fact Sheet
Applications are available from the Office of Admissions. Rolling admissions will be accepted until the cohort is filled, or until the beginning of the program (Fall of each year). There will be a maximum of 10 students per cohort.
In addition to meeting GSU's admission criteria, applicants must:
• submit a copy of professional licensure/certification;
• submit a copy of malpractice/liability insurance;
• submit a current resume; and
• submit a statement of personal goals (1-2 pages).
To apply: Visit this website to apply online or in print.
Download the Principles of Conductive Education Supplemental Application, and mail it, with all other supporting documents, in one envelope to:
Governors State University
Office of Admissions
Processing / CE Certificate
1 University Parkway
University Park, IL 60484
The Conductive Education certification program includes 16 semester credit hours of instruction.
OCCT/PHYT5510 Principles of Conductive Education (3)
OCCT/PHYT5520 Disease Processes Relevant to Conductive Education (2)
OCCT/PHYT5530 Advances in Motor Control and Motor Learning (3)
OCCT/PHYT5550 Research in Conductive Education (2) OR
OCCT/PHYT5580 Non-for-Profit Management (2)
OCCT/PHYT5560 Practicum in Conductive Education (3)
OCCT/PHYT5570 Learning Processes in Conductive Education (3)
Total 16 credit hours
A capstone project of 45 hours will accompany the practicum experience. The Practicum will take place at the Center of Independence through Conductive Education.
History of Conductive Education
Conductive Education was developed by Andres Peto (1893-1967) in Budapest, Hungary, in 1945. Peto's concept led to the establishment of the "Institute for the Motor Disabled," in the 1950's, today known as the "Peto Institute." The Peto Institute continues to provide CE services to children and adults worldwide. It also serves as an educational institution for conductor-teachers.
Due to the "iron curtain," CE did not reach the US until the early 1980s. The first CE-based program in the U.S. was established in New York in 1989. The main force responsible for the spread of CE in the U.S. was parents of children with motor impairments.
The spread of CE worldwide was occurring concurrently. Noted training institutions include The Peto Institute (Hungary), The National Institute of Conductive Education (Birmingham, England), and Aquinas College (Grand Rapids, Michigan).
Today CE is practiced around the world, including programs in Europe, the Middle East, Australia, Asia, and North America. In keeping with the demand from North American families and rehabilitation specialists, GSU offers a one-year certificate in CE.
For additional information regarding the Conductive Education Certificate program, please contact:
Roberta K. O'Shea, PT, Ph.D., Program Director
Professor, Physical Therapy Department at GSU
Evaluating Research into the Efficacy of CE
Evidence exists to support the efficacy of CE, although more studies are needed (AACPDM; Bourke-Taylor, O'Shea, Gaebler, 2007). This certificate program aims to equip graduates with the skills to conduct research that will add to the evidence base.
Need for Evidence-Based Practice in CE Programs
All practitioners providing an intervention service for children with Cerebral Palsy must provide evidence to support the efficacy of their service. CE programs must comply with such standards, and ensure that programs are inclusive of progress occurring within medicine and the health sciences. One such advance is the importance of addressing functional goals within the context that the task is most frequently performed . This would suggest that professionals do need to provide services within the child's natural context, including practitioners working within a CE setting (Bourke-Taylor, O'Shea, Gaebler, 2007).
An example is evident in the change in approach to improve hand use in children with CP. Therapy goals have progressed from reducing impairment in the affected limb to models of practice that focus on increasing participation in specific activities using frequent practice of the exact task requirements in similar contexts. Wider environmental issues have a major influence on the child's participation in activities at home, school, and community. Intervention to reduce task constraints and provide a more enabling environment for children with CP at home demonstrates improvement in the abilities of the child in identified tasks of importance (Bourke-Taylor, O'Shea, Gaebler, 2007).
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