What is CE?

I have been analysing research dialogues. One the clients describes CE:


"It’s a bit like a wake up call really. It’s been flashing lights –wake up and think about life, about thing being, this life."

Isn't it energising?

The workshop went well

The workshop went well. Despite that many people were hold back because of sickness the workshop was really enjoyable and felt very familiar. Apart from our (The Legacy Rainbow house) attempt there were others, NICE, Rainbow Centre, Nottingham who introduced their way. We all come up with different documentation system ideas what actually well demonstrated how different we are in this area but it also felt that all of those were useful and all of them had a great reason or logic being so. Luckily, we were able to find some similarities as well. Now we agreed, as a first step, that we are going to work towards at least to unify our terminology in the next year, or so.

Coding System for Assessing Client and Note writing in Conductive Education

I have been living in the UK for seven years but before I was here I had already realised how CE documentation systems were not unified in the UK and strangely the CE terminology also differ from each other from place to place. I personally have made some efforts to raise awareness about this issue and do some acts towards working out a reasonable unification when I was invited to take part in founding a “professional body” which group came to known as CEPEG in 2005. On one occasion at an early CEPEG conference in 2006 I presented a system just to open free discussion about the possibility to find the way how we could use similar documentation strategy and terminology. People seemed to agree that some unifying was necessary but the subject was not taken forward and the desired change did not happen. Since, we did not agree on a unified CE documentation system and terminology. In the last two years Melanie Brown, director of NICE, looked into the possibilities of using the International Classification of Functioning, Disability and Health known as ICF and a researcher group started to work on finding the most relevant way of its use in CE earlier this year.
Furthermore, since 2005 under the umbrella of CEPEG, a conductor’s professional group - PCA - has born, too. The Professional Conductors Association organises a workshop once a year where the members try to change expertise and develop their services. This body is going to have its next workshop tomorrow on 20th November 2010.

Because of our documentation system and (the use of) terminology are still not similar throughout the UK my present colleagues and myself will have an attempt to come up with a new layout for the documentation (which recognising the system and structure of ICF and can be linked together) and a terminology and release them for professional discussion. I hope this time we step a bit further.

I share the terminology part below, you might have an opinion on it…

Coding System for Assessing Client and Note writing in Conductive Education

Assessing and Note writing are specific in CE. The present coding system is for explaining the amount of physical assistance the client requires for a particular task, or part of task, or function.
Any assistance, help is professionally regarded as facilitation in CE.
Coding categories:
Independent
The client can complete a task, or part of a task, or function without any physical facilitation from an individual or device in safe manner and within a reasonable time frame.
Distant Supervision
The client can complete a task, or part of the task, or function within fifty feet distance in safe manner and within reasonable time frame.
Close Supervision
The client can complete a task, or part of the task, or function within reaching distance in safe manner and within reasonable time frame.
Modified Independent
The client can complete the task, or part of the task, or function if given an assistive device (i.e. equipment to enable completion of activity) in safe manner and within a reasonable time frame.
Set Up Situation
Certain portions of task/function are completed in order to enable the client to perform the expected action (i.e. the rubbish bin is brought near to the individual in order to allow him to put waste in it).
Independent and assisted performance is often better /promptly available alongside with verbal facilitation. Verbal facilitations are:
Verbal Prompting
The client requires verbal prompting without physical contact or physical contact accompanied by verbal facilitation.
Consistent Verbal Prompting
Repeated prompting required during the task or function.
Occasional Verbal Prompting
4-6 prompts required to complete the task or function.
Minimal Verbal Prompting
Specified number of prompts under 4 required
Rhythmical Intention:
The client actively take part in trying or executing a task or function and receives and/or vocalising with a verbally/auditvely framed unit within a given time frame (i.e. counting until five, repeat a sentence, sing a song).
Verbal Correction
The client requires correcting his way of performing task or function.
Manual Prompt
The client requires body contact(s) physical facilitation (assistance) to complete the task or function. The place/area and the way of the manual contact facilitation can be specified with short sentences (i.e. X requires occasional manual prompt by her shoulders /finger touch/ to maintain her balance…)
Minimum (or Minimal) Manual Facilitation
The client requires physical facilitation (assistance) to complete the task or function. The client completes 75% or more of the effort for the task or function. The place/area and the way of the manual contact facilitation can be specified with short sentences (i.e. X requires minimum manual facilitation by her shoulders /holding on her shoulder/ to maintain her balance…).
Moderate Manual Facilitation
The client completes between 50-75% of the effort for the task or function. The place/area and the way of the manual contact facilitation can be specified with short sentences (i.e. X requires moderate manual facilitation to stretch her right leg out /pulling her R knee backwards/ whilst completing a step forward).
Maximum Manual Facilitation
The client completes between 25-50% of the effort for the task or function. The place/area and the way of the manual contact facilitation can be specified with short sentences (i.e. X requires maximum manual facilitation to lift her left arm up to shoulder height /facilitating by her L elbow and wrist to lift and stretch/).
2 or more Maximum Manual Facilitation
The client complete between 25-50% of the effort for the task or function by different body parts. The place/area and the way of the manual contact facilitation can be specified with short sentences (i.e. X requires maximum manual facilitation to lift her left arm up to shoulder height /facilitating by her L elbow and wrist to lift and stretch/ and also requires maximum manual facilitation to maintain her sitting position /holding on her hips and keeping her body on the chair/).
Equipment Facilitation
The client requires or learning to use a specific equipment to complete the task or function. The name and the way of using the equipment should be defined (i.e. X walks pushing a ladder-back chair in front of him holding on the third rang with both hands saying; I push the chair forward 1, I step up with L foot on the first rung 2, I step down 3, I push the chair and shift weight 4, I step up with R foot on the second rung 5, I step down 6, continuously).
Using Assistive Device(s)
The client requires a specific assistive device to complete the task or function. The name, the use of device and the body area where it is used should be specified (i.e. Sitting at the table, X puts a ring on a vertical stick with his right hand / for instance/ independently whilst wearing arm splints on her R arm.
Mechanical Facilitation
Using the facilitation based on the mechanics/physiology of the client’s body
Gravitational Facilitation
Any kind of use of gravity to facilitate the client to achieve the task, or part of the task, or function.

Peto Andras irja Dr. Farkasnak, a New York-i Medical College professzoranak

"Bennem sokan csalodtak. Egyesek azt vartak tolem, hogy kivalo matematikus leszek. Egyesek egy eljovendo nagy magyar koltot lattak bennem, egyesek azt hittek, hogy megmaradok a Pester Lloydnal es nemet nyelvu ujsagiro leszek Budapesten. Masok egy feltoro nemet nyelvu koltocsillagnak tartottak. Masok azt hittek, hogy a tudogyogyaszat fenye leszek. Ket hires becsi klinika hivott meg tanarsegednek. Az Elettani Intezet ki is nevezett tanarsegednek. Semmi sem lettem. Ellenben kalandot kaandra, szenvedest szenvedesre, oromet oromre halmozva eltem, sokszor azt sem tudva, mibol. Ha nagyon megegetett a sors, sebeim begyogyulasaig be-bevonultam egy-egy intezetbe, tudogyogyintezetekbe, fizikoterapias intezetekbe, elemegyogyintezetekbe szegodtem el, mint orvos. Kesobb orvos-iro lettem, orvosi folyoiratszerkeszto, orvosi konyvkiado vezetoje. Kisipari vallalkozasokat tobbszor kezdemenyeztem, Becsben, Parizsban, sot Budapesten is! Parizsban eppen egy orvosi es tudomanyos konyomatost alapitottam, amikor kitort a haboru. Egy baratom felesege keresere jottem Budapestre, es belesodrodtam a mozgasos kezelesbe. Hirneves lettem, es mint gyogytanar fizettem adot. A haboru utan egyik gyogyult betegem bekenyszeritett a Gyogypedagogiai Foiskolara, es innen indult ki, sok nehezseg lekuzdese utan az az intezet, amelyet lattal. Egyre kevesebb idom maradt kalandokra, nokkel, ferfiakkal es targyakkal, valamint az elet kulonleges korulmenyeivel. [.....]

Egy nagyon kivalo es egy kivalo tanitvanyom van, es most jott egy harmadik, akire mar evek ota vartam. A dolog, mely erosen pislogott, tavozasod ota az utobbi hetekben erosen langra kelt. Malaszttal teljes idok voltak ezek, mast nem mondhatok. A spasztikusok kezelese teren donto ujjitasokat vezethettunk be. Azonkivul ugy nez ki, hogy metodikai es az elmeleti anyag lefektetesere is sor kerul. "

Hari Maria: A konduktiv pedagogia tortenete, MPANNI, Budapest, 1997, 73.oldal

It seems I can not avoid English language :)

Thanks for the comment and breaking silence. Yeah, what Andrew says is understandable, it has a clear logic but the world does not work like that. I wrote in Hungarian in my post that what about those many American (USA) discovered ideas were discovered by non American rooted people. Are their theories, machines, etc. regarded as their origin country (culture) was? No, actually, not. Why? Because they acted and implemented their new ideas in US though nobody cares where they are coming from. Andrew, was Arthur Koestler English, Hungarian or Jewish writer? I truly believe that your logic is on a wrong track about the origin of conductive pedagogic. You could give an other title to this topic though: where from or how CE as an idea is developed? It is more than obvious that CE comes from Hungary either you like it or not. This kind of logic could result in the III.WW in two weeks if politics would follow it. Sorry, I got a go, but I hope you read my mind...

Tehat akkor a konduktiv pedogia nem lenne magyar?

Igazsag szerint errol mar beszelgettunk egyszer Andrew Sutonnal, ha emlekezetem nem csal, akkor talan nehany comment erejeig irasban is hozza szoltam ehhez az oltlatehez. Andrew legutobbi bejegyzeseben azt feszegeti, hogy a konduktiv pedagogia igazan nem is magyar, mert... olvassatok el. http://www.conductive-world.info/2010/10/how-hungarian-is-conductive-education.html
Nos maradjunk annyiban, hogy erdekes felvetes. Mit gondoltok a Pizza olasz? A futbal angol? (pedig arab) es sorolhatnam. Nyilvan mindennek meg lehet keresni a gyokeret es fel lehet fedezni, hogy semmi sem fekete-feher kontrasztban szervezodik. Igy tehat, lehet az igaz mind, amit Andrew felsorol Petorol: magyar-osztrak, zsido szarmazas, tehat a nyelv es kultura nyilvan vegyes, viszont teenager koraig magyar teruleten el es erik hatasok. Aztan osztrak allampolgarsag es exisztencia, tanulmanyok, munka. Viszont, a 2. vilaghaboru utan indulo konduktiv pedagogiat masutt nem talalni, csak Magyarorszagon, azaz MO az anyaorszag. Magyar neveltekkel es serultekkel, magyar nevelonokkel es kesobb konduktorokkal, magyar rendszerben es politikai valosagban. Summa summarum: A konduktiv pedagogia Magyaroszagon szuletik, mint intezmenyesitett program es ott is fejlodik egeszen addig, amig aztan ki nem szivarog es mindenutt sajatsagos alakzatot vesz fel masutt a vilagban. Onerzetemet nem serti Andrew felvetese, de eleg meresz gondolatnak tartom, nem ertek vele egyet. Ilyen alapon, szamtalan amerikai talalmanyt, amelyet a vilag amerikainak titulal, nem ismerhetunk el amerikainak, hiszen felfedezojuk, kitalalojuk kulturalis gyokere nem amerikai kozegben keresheto es folytathatnam, de nem teszem, mert azt gondolom ennyi erv eleg is:
A konduktiv pedagogia Magyarorszagon kezdodott es Magyarorszagrol indult foldkoruli utjara, Magyarorszagon lettek kepezve az elso konduktorok es az elso mozgasserultek Mo-n lettek orthofunkciosak. JA, ES a konduktorkepzes is Magyarorszagon kezdodott. Kell ennel tobb?

Hari Maria

Ha csak egy pillanat, mondat erejeig is, de nem telhet ez a nap el ugy, hogy ne gondoljunk ra.