Conductive Education

Conductive Education is a holistic pedagogy designed to meet the needs of children with physical and multiple impairments. The disciplines of physiotherapy, occupational therapy, speech/language pathology and teaching are integrated into a meaningful whole. CE fosters a belief in every child's ability to learn, it teaches children to problem solve and to be responsible for themselves, enabling them to be as independent as possible across all areas of development. CE teaches children to be actively involved in the learning process rather than being a passive recipient of therapy or teaching, it promotes personality development and empowers parents to be able to support their child's development. CE at Xavier provides effective teaching and learning for individuals in a group setting

The quality of Xavier's programs means it enjoys a reputation for excellence, not only within this State but nationally and internationally. At present 59 children attend from many areas including the Gold Coast, Sunshine Coast and many suburbs of Brisbane and surrounding areas. Several families have moved from interstate and country areas and some from overseas, to enrol their children at Xavier. The expertise of the staff at Xavier has long been sought, with schools from country areas using Xavier as their first point of call when seeking information about Conductive Education. The International Conference for Conductive Education will be held in Sweden in August. Xavier has a paper accepted and will be presented by two staff members. This is not a first for Xavier having also presented in England, Israel and Japan.

Most children start at Xavier in the parent child group when they are very young. They participate in a complex program designed to teach skills leading to development of function. It may appear the focus is on physical skills, however the series of tasks is holistic. This intense preparation in a warm dynamic atmosphere provides functional outcomes enabling children to assimilate with peers and be effectively involved in all aspects of life. The 2007 Literature Review of EARLY CHILDHOOD SERVICES FOR YOUNG CHILDREN WITH DISABILITIES AND THEIR FAMILIES points out the need to identify and promote “Best Practice. We believe Xavier is an example of “Best Practice” and should be promoted as such.

Each year since 1995 the Xavier Parents & Citizens Association has engaged the services of Judit Szathmary, a Senior Hungarian Conductor. Judit is the Founder, Director and Senior Conductor of Conductive Education Support Services, United Kingdom. She has a CE training company and has established a school similar to Xavier in Kuwait. When at Xavier, Judit works in class with all the children and provides information sessions for families and carers as well as providing professional development. We are also very fortunate to have on staff, Nora who is a Hungarian Conductor.

Judit Szathmary says: "Xavier is the only place I know of that has been able to maintain high quality programs using the pedagogy of conductive education within a whole school setting, it is unique. There are children at Xavier who have responded so well to "CE" I consider the progress from year to year to be phenomenal and the outcome miraculous given their initial prognosis. The transition to a unit with more inclusion options has further enhanced the excellent learning opportunities for children attending this school."

Long Term Benefits of Conductive Education

The group setting facilitates improved awareness, confidence and self-esteem. The children learn self-discipline at a very young age and become emotionally strong. Parents learn the meaning of "tough love" - knowing the importance of when to step back, allowing the child to make their own mistakes and celebrate their own achievements as they establish their own identity.

Increased mobility, dexterity and co-ordination. Children who participate in CE programs have increased endurance, maintain their muscle range, joint flexibility and constantly work on their balance. This aids in reducing the frequency of orthopaedic surgery. The tasks are function based; movements required for daily living. Students spend minimal time in their wheelchairs and do not require hoists and/or frequent lifting, unlike many children with a similar diagnosis.

Improved speech and communication skills. While they are expected to develop speech, children who are non-verbal learn alternative ways to communicate, as it is important to have an array of communication methods.

Enhanced fine motor skills. As part of their daily routine, children must master their mealtime - carrying their lunch box, using a cup, straw; master taking items in and out of tidy boxes, writing or keyboard skills.

Greater independence on every level. CE provides the constant expectation that you will do it yourself.

Improved quality of life. The group dynamics develop individuality as children learn to socialize.

Improved overall health and well-being. It is common for children with physical impairments to have related health issues such as lung, bowel and digestive problems. The functional movement of Conductive Education alleviates some of these problems, and therefore improves quality of life.

Other Information

Parent satisfaction is consistently high and therefore student attendance is good.

Parent participation; 83% of parents are actively involved in school life ie: more than once a week, grandparents and other family members also participate regularly.

The P&C operates a sibling's playgroup to enable parents to be involved in class while other children are catered for in a structured play based programme.
In 2001, Xavier was amalgamated with Whites Hill State College. This amalgamation has enhanced Xavier's ability to meet the student's specialised educational needs with greater flexibility between the unit and the mainstream college. The inclusive education framework is a multifaceted approach, providing an optimum educational arrangement for each student. Utilizing the available resources, the inclusion process is structured to ensure the success of all students.

Developing inclusive practices has challenged yet empowered everyone involved, encouraging them to commit to the process ensuring success and continued to growth. Staff from all sections of the college have benefited in some way in their understanding of diversity and inclusion. There are many things to be considered on this journey and all must be evaluated on a regular basis. The team meets weekly to ensure that the process is working for all children and to evaluate, update and change as necessary

The student assistance programme was introduced in 2005 a group of 18 students from the middle school have elected to spend Wednesday afternoons assisting the students at Xavier. This innovative programme is tightly structured from the outset, from the application to be involved through the interview process to the students committing to assist with computers, cooking and swimming. The teenage students have applied themselves and learnt about the value of all individuals, it is a part of their education they will never forget.

Helping Hands is a joint venture conducted in a modified classroom on the junior site; the program was built on a productive partnership between the Special Education Teachers and the Early Childhood Teachers. The teaching team have developed a professional alliance, which has increased their capacity to cater for a wider range of learning situations. It is serviced by special education teachers who provide quality specialised teaching and learning for students with varying degrees of learning difficulties from mainstream classes. These children learn with several of the students from the SEU in an environment that aims to enhance positive self-concept and enjoyment of learning.

It has helped children to increase their participation in learning activities back in the mainstream classes allowing them to better access the curriculum. The program acts as an early intervention strategy targeting children in the first and second years of Primary school who have particular learning or motor skills difficulties. The success of the program is due to many factors but in particular its positive learning climate and small class size.

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