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Conductive Education

Conductive Education, founded by Dr. Andras Peto in 1948 in Budapest, Hungary, is a unique, intensive method of special education which emphasizes active learning and participation to overcome challenges associated with neuromotor disabilities. Conductive Education requires conscious effort from the learner to initiate and master skills which are automatic for most people. Additionally, at the Movement Centre of Manitoba, we believe that learners who require additional support and external motivation can still benefit and increase their potential for motor development, while also experiencing emotional and mental health benefits from participating in an engaging group environment.   

Group Settings

A key component of Conductive Education is its group setting, which provides social motivation and allows for individualized plans to meet personal needs. The group dynamic encourages task completion, fosters confidence, and utilizes peer-directed learning. Rhythmic intention involving counting, songs, and rhythmic games supports active learning by helping individuals internalize and vocalize motor patterns. 

Focus on Practical Skills for Independent Living

Conductive Education is an active learning philosophy which focuses on practical skills for independent living with applications varying by age: babies learn head control, toddlers learn to dress themselves, older children develop academic skills and special interests, teenagers gain coping skills for independence, and adults learn strategies to find a sense of balance in their daily activities while continuing to push the limits. The Conductive Education approach addresses the whole person, integrating physical, social, intellectual, and emotional aspects to develop autonomy and self-esteem.  

The Principle of Neuroplasticity

Conductive Education is based on the principle of neuroplasticity, which is the brain’s ability to develop and form new pathways through learning, despite damage to the central nervous system. Tasks are progressively built from simple to complex, reinforcing learned skills and addressing difficulties caused by neuromotor disabilities. Conductive Education’s success hinges on the brain’s capacity for learning, which can be harnessed with the repetition and motivation in a positive learning environment.

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The ultimate goal of Conductive Education is to foster independent personalities who can adapt their skills to various situations, supporting holistic personal development and enhancing the lives of individuals and their families who we support.

Max is an amazing little boy. He is happy, is engaged with the people around him, and is able to keep up with his peers. He has friends, he loves school, and he participates in the community. He would not be doing these things without the Movement Centre. Every week when we drive to the Centre I am thankful that this program exists, thankful for the staff that dedicate their lives to helping children and adults like Max reach their full potential.

Liz Bannister