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.Conductive Ed photo1

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.

Program Highlights:

• 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
• cost-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
• cost-effective
• enhanced rehab service delivery
• increased socialization opportunities

Partners

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

  • Admission Requirements

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    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

  • Certificate Requirements

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    The Conductive Education certification program includes 16 semester credit hours of instruction.

    Required Courses:
    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

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    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.

  • Contact Information

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    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
    708.235.3994
    FAX: 708.534.1647
    cecert@govst.edu

     

  • Evidence in Practice

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    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).

  • References and Resources

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    Books

    • Hari A. Maria Hari on Conductive Pedagogy. The Foundation for Conductive Education; Edited by Maguire G, Sutton A; 2004.

    • Hari A. Looking Back and Looking Forward. The Foundation for Conductive Education, Edited by Gillian Maguire and Ronni Nanton; 2005.

    • O'Connor J., Yu E., Guohui L. Moving Ahead, a training manual for children with motor disorders. Springer-Verlag Publisher; 1998.

    • Leonard T.C. The Neuroscience of Human Movement. Mosby; 1998.

    • Perry J. Gait Analysis: Normal and Pathological Function. Delmar Learning; 1st edition; 1992.

    • Poatajko H., Mandich A. Enabling Occupation in Children: The cognitive orientation to daily occupational performance (CO-OP) Approach. Canadian Association of Occupational Therapists; 2007.

    • Gutman S. Quick Reference Neuroscience for Rehabilitation Professionals. Slack; 2001.

    • Gentile M. (editor). Functional Visual Behavior in Children: An Occupational Therapy Guide to Evaluation and Treatment Options. 2nd edition, AOTA; 2005.

    • Henderson A., Pehoski C. Hand Function in the Child: Foundations for Remediation. C.V. Mosby; 1995.

    • Blackman J.A. Infants and Young Children. An Interdisciplinary Journal of Special Care Practices. An Aspen publication. Volume 12(1), July 1999. Article from it: Houck G.M., Spegman A.M. The Development of Self: Theoretical Understandings and Conceptual Underpinnings. Infants and Young Children. 1999;12(1):1-16.

    • Katz N. Cognition & Occupation across the Life Span: Models for Intervention in Occupational Therapy. 2nd edition; 2005.

    • Eliot L. What's going on in there? How the Brain and Mind Develop in the first Five Years of Life. Marca Registrada: New York Bantam Books; 1999.

    • Guare R., Dawson P. Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention. The Guilford Press New York; 2004.

    • Law M., Baum C., Dunn W. Measuring Occupational Performance. Supporting Best Practice in Occupational Therapy. 2nd edition. Slack; 2005.

    • Haley, S.M., Coster W.J., Ludlow H.L., Haltiwanger J.T., Andrellos P.J.. Pediatric Evaluation of Disability Inventory (PEDI). Development, Standardization and Administration Manual. PEDI research group, and New England medical center hospital, Inc.; 1992.

    • Miller, F. Cerebral Palsy. Springer; 1999.

    • Gage J.R. Kinematics of Normal Gait. In: The Treatment of Gait Problems in Cerebral Palsy. Mac Keith Press; 2004:99-119.

     

    Articles

    • Palisano R.J., Snider L.M., Orlin M.N. Recent Advances in Physical and Occupational Therapy for Children with Cerepbral Palsy. Seminars in Pediatric Neurology. 2004;11(1):66-77.

    • Boyd R.N., Morris M.E., Graham H.K.. Management of Upper Limb Dysfunction in Children with Cerebral Palsy: a Systematic Review. European Journal of Neurology. 2001;8(5):150-166.

    • Kimmerle M., Mainwaring L., Borensein M. The Functional Repertoir of the Hand and Its Application to Assessment. The American Journal of Occupational Therapy. 2003;57(5):489-498.

    • Tieman B.L., Palisano R.J., Gracely E.J., Rosenbaum P.L. Gross Motor Capability and Performance of Mobility in Children with Cerebral Palsy: A Comparison across Home, School, and Outdoors/Community Settings. Physical Therapy. 2004;84(5):419-429.

    • Eliasson A.C. Improved ability to use the hands in daily activities: aspects of the treatment of children with cerebral. Improved hand use by intervention. 2003. Presented at the International Conference on CP, Quebec City.

    • Wilton, J.C. Prescription of functional orthosis for the spastic hand in cerebral palsy: An assessment profile. Australian Occupational Therapy Journal. 1984;30(4):137-147.

    • Gajdosik, C.G., Cicirello, N. Secondary conditions of the musculoskeletal system in adolescents and adults with cerebral palsy. Physical & Occupational Therapy in Pediatrics. 2001;21(4):49-68.

    • Lammi, B.Mc, Law M. The effects of family-centered functional therapy on the occupational performance of children with cerebral palsy. Canadian Journal of Occupational Therapy. 2003;70(5):285-297.

    • Nicholson, J.H., Morton R.E., Attfield S., Rennie D. Assessment of upper-limb function and movement in children with cerebral palsy wearing lycra garments. Developmental Medicine & Child neurology. 2001;43:384-391.

    • Wilton J.C. Splinting and casting in the presence of neurological dysfunction. Chapter 8, 168-197.

    • Erhardt R.P. Erhardt developmental prehension assessment. Developmental hand dysfunction. Chapter 6. Evolution of the assessment.

    • Catanese A.A., Coleman G.J., King J.A., Reddihough D.S. Evaluation of an early childhood programme based on principles of conductive education: The Yooralla Project. Journal of Pediatric Child Health. 1995;31:418-422.

    • American Academy of Pediatrics. Family Pediatrics: Report of the task force on the family. Pediatrics. 2003;111:1541-1571.

    • Cotter C. After school programs at the cerebral palsy foundations centre Melbourne Victoria. Presented at the National Conference Adelaide SA, April 2005.

    • Lind L. The pieces fall into place: The views of three Swedish habilitation teams on conductive education and support of disabled children. International Journal of Rehabilitation Research. 2003;26(1):11-20.

    • Ludwig S., Leggett P., Harstall C. Conductive education for children with cerebral palsy. Alberta heritage foundation for medical research. November 2000.

    • Kosma I. The basic principles and present practice of conductive education. European journal of special needs education. 1995;10(2):111-123.

    • Donnelly C., Carswell A. Individualized outcome measures: A review of the literature. Canadian journal of occupational therapy. 2002;(4).

    • King G.A., McDougall J., Palisano R.J., Gritzan J., Tucker M.A. Goal attainment scaling: Its use in evaluating pediatric therapy programs. Physical and occupational therapy in pediatrics. 1999;19(2):31-52.

    • Leyser Y., Kirk R. Evaluating inclusion: an examination of parent views and factors influencing their perspectives. International journal of disability, Development and education. 2004;51(3):271-285.

    • Stiller C, Marcoux BC, Olson RE. The effect of conductive education, intensive therapy, and special education services on motor skills in children with cerebral palsy. Physical and occupational therapy in pediatrics. 2003;23(3):31-50.

    • Read J. Conductive education and the politics of disablement. Disability and Society. 1998;13(2):279-293.

    • Reddihough D.S., King J., Coleman G., Catanese T. Efficacy of programmes based on conductive education for young children with cerebral palsy. Development medicine and child neurology. 1998;40:763-770.

    • Reddihough D. Annotation conductive education. Journal of pediatric child health. 1991;27:141-142.

    • Law M. Outcome measurement in pediatric rehabilitation. Physical and occupational therapy in pediatrics. 2003;23(2):1-4.

    • McDougall J., DeWit D.J., King G., Miller L.T., Killip S. High school-aged youths' attitudes toward their peers with disabilities: the role of school and student interpersonal factors. International Journal of Disability, Development and Education. 2004;51(3):287-313.

    • Doubt L., McColl M.A. A secondary guy: Physically disabled teenagers in secondary schools. Canadian Journal of Occupational Therapy. 2003;70(3):139-151.

    • Richardson P.K. The school as social context. Social interaction patterns of children with physical disabilities. American Journal of Occupational Therapy. 2002;56(3):296-304.

    • Schenker R., Coster W., Parush S. Participation and activity performance of students with cerebral palsy within the school environment. Disability and rehabilitation. 2005;27(10):539-552.

    • Laws G., Kelly E. The attitudes and friendship intentions of children in united kingdom mainstream schools towards peers with physical or intellectual disabilities. International journal of disability, development and education. 2005;52(2):79-99.

    • Nikolaraizi M., Kumar P., Favazza P., Sideridis G., Koulousiou D., Riall A. A cross-cultural examination of typically developing children's attitudes toward individuals with special needs. International journal of disability, development and education. 2005;52(2):101-119.

    • Missiuna C., Pollock N. Perceived efficacy and goal setting in young children. Canadian Journal of Occupational Therapy. 2000(4).

    • Hausdorff J.M. Gait variability: methods, modeling and meaning. Journal of neuroengineering and rehabilitation. 2005;2(19).

    • Gage J.R. Gait analysis. An essential tool in the treatment of cerebral palsy. Clinical orhtopaedics and related research. 1992; 126-134.

    • DeLuca P.A. Gait analysis in the treatment of the laboratory child with cerebral palsy. Clinical orthopaedics and related research. February 1990.

    • Gage J.R. The role of gait analysis in the treatment of cerebral palsy. Journal of pediatric orthopaedics. 1994;14:701-702.

    • Johnson D.C., Damiano D.L., Abel M.F. The evolution of gait in childhood and adolescent cerebral palsy. Journal of pediatric orhtopaedics. 1997;17:392-396.

    • Damiano D.L, Abel M.F. Functional outcomes of strength training in spastic cerebral palsy. Achives of Phys Med Rehabil. 1998;79:119-125.

    • Wiley M.E., Damiano D.L. Lower-extremity strength profiles in spastic cerebral palsy. Developmental medicine and child neurology. 1998;40:100-107.

    • Damiano D.L., Dodd K., Taylor N.F. Should we be testing and training muscle strength in cerebral palsy? Developmental medicine and child neurology. 2002;44:68-72.

    • Rosenbaum P. Cerebral Palsy: what parents and doctors want to know. Clinical review. BMJ. 2003;326:970-974.

    • Beckung E., Hagberg G. Neuroimpairments, activity limitations, and participation restrictions in children with cerebral palsy. Developmental medicine and child neurology. 2002;44:309-316.

    • Duncon J. Upper limb surgery for children with cerebral palsy. Occupational Therapy Department, Royal Children's Hospital.

    • Bochner S., Center Y., Chapparo C., Donelly M. How effective are programs based on conductive education? A report of two studies. Journal of intellectual and developmental disability. 1999;24(3):227-243.

    • Law M., Finkelman S., Hurley P., Rosenbaum P., King S., King G., Hanna S. Participation of children with physical disabilities: Relationships with diagnosis, physical function, and demographic variables. Scandinavian Journal of Occupational Therapy. 2004;11:156-162.

    • Palisano R., Rosenbaum P., Walter S., Russell D., Wood E. Galuppi B. Development and Reliability of a System to Classify Gross Motor Function in Children with Cerebral Palsy. Developmental medicine and child neurology. 1997;39:214-223.

    • Sanger T., Delgado M.R., Gaebler-Spira D., Hallett M., Mink J.W. Classification and Definition of Disorders Causing Hypertonia in Childhood. Pediatrics. 2003;111(1):89-97.

    • Shields N., Murdoch A., Loy Y., Dodd K.J., Taylor N.F. A Systematic Review of the Self-Concept of Children with Cerebral Palsy Compared with Children without Disability. Developmental Medicine and Child Neurology. 2006;48(2):151-157.

    • Dodd K.J, Taylor NF, Graham HK. A Randomized Clinical Trial of Strength Training in Young People with Cerebral Palsy. Developmental Medicine and Child Neurology. 2003;45(10):652-657.

    • Randall M., Carlin J.B., Chondros P., Reddihough D. Reliability of the Melbourne Assessment of Unilateral Upper Limb Function. Developmental Medicine and Child Neurology. 2001;43(11):761-767.

    • Colver A. A Shared Framework and Language for Childhood Disability. Developmental Medicine and Child Neurology. 2005;47(11):780-784.

    • Bax M., Godlstein M., Rosenbaum P., Leviton A. Proposed Definition and Classification of Cerebral Palsy. Medicine and Child Neurology. 2005;47(8):571-576.

    • Graham H.K., Dan B., Bax M., Goldstein M. et al. Absence of Reference to Progressive Musculoskeletal Pathology Definition. Medicine and Child Neurology. 2006;48(1):78-80.

    • Carr L.J., Reddy S.K., Stevens S., Blair E., Love S. Definition and classification of cerebral palsy. Developmental Medicine and Child Neurology. 2005;47(8):508-510.

    • Reddihough D.S., King J.A., Coleman G.J., Fosang A., et al. Functional outcome of botulinum toxin A injections to the lower limbs in cerebral palsy. Developmental Medicine and Child Neurology. 2002;44(12):820-827.

    • Blauw-Hospers C.H., Hadders-Algra M. A systematic review of the effects of early intervention on motor development. Developmental Medicine and Child Neurology. 2005;47(6):421-432.

    • Williams E.N., Carroll S.G., Reddihough D.S., Phillips A Galea M.P. Investigation of the timed ‘Up & Go’ test in children. Developmental Medicine and Child Neurology. 2005;47(8):518-524.

    • Ostensjo S., Carlberg E.B., Vollestad N.K. Motor impairments in young children with cerebral palsy: relationship to gross motor function and everyday activities. Developmental Medicine and Child Neurology. 2004;46:580-589.

    • Carr L. Definition and classification of cerebral palsy. Developmental Medicine and Child Neurology. 2005; 47:508-510.

    • Tsolakis N., Evaggelinou C., Grouios G., Tsorbatzoudis C. Effect of intensive neurodevelopmental treatment in gross motor function of children with cerebral palsy. Developmental Medicine and Child Neurology. 2004;46:740-745.

    • Ahl L.E., Johansson E., Granat T., Carlberg E.B.. Functional therapy for children with cerebral palsy: an ecological approach. Developmental Medicine and Child Neurology. 2005;47:613-619.

    • You S.H., Jang S.H., Kim Y.H., Kwon Y.H., Barrow I., Hallett M. Cortical reorganization induced by virtual reality therapy in a child with hemiparetic cerebral palsy. Developmental Medicine and Child Neurology. 2005;47:628-635.

    • Bartlett D., Purdie B. Testing of the spinal alignment and range of motion measure: a discriminative measure of posture and flexibility for children with cerebral palsy. Developmental Medicine and Child Neurology. 2005;47:739-743.

    • McDowell B., Kerr C., Parkes J., Cosgrove A.  Validity of a 1 minute walk test for children with cerebral palsy. Developmental Medicine and Child Neurology. 2005;47:744-748.

    • Fifer S. Sweat therapy: a determined mom brings a rigorous treatment to Chicago. Chicago Tribune. May 28, 2000:section A.

    • Blank R., Voss H. Konductive Forderung nach Peto. Conductive Education Occasional Papers. Shaker Verlag:35-85.