Percy Hedley Foundation

A visit to the András Petö Institute in Budapest

Nicola Bowler, March 2009

I relished the opportunity to visit the Petö Institute in Budapest as a physiotherapist working in Percy Hedley School, which has a long established commitment to Conductive Education (CE). Having already acquired a grounding in the basic elements and principles of the CE approach, my trip to Hungary expanded my knowledge and understanding, enabling me to experience CE in its purist form.

Our five day course began with informative lectures and introductions were given to each department within the Institute ranging from infancy to adulthood. I was interested to learn about the unit for early development where newborn babies suffering damage to the central nervous system participate in a comprehensive educational programme from as young as three months. The aim is to prepare each child for mainstream education through the development of motor activity, cognition, self help skills, manipulation, play activities and the promotion of speech and body scheme. The various pre-kindergarten groups we observed clearly demonstrated the positive effect that CE has at an early age, taking advantage of the high plasticity of the nervous system.

I felt privileged to watch parents play an instrumental role in their child's development where they themselves learnt new skills and were encouraged to apply them into everyday situations. It was apparent that shaping the CE approach in parents is an important aspect of a Conductor's role and they held a strong commitment to maximising the involvement of families within the educational process.

Standing and walking task series.

It was very surprising to find the Institute embracing the use of various pieces of aids and equipment. Many of the standing and walking task series were performed wearing ankle foot orthoses (AFOs) and footwear which improved mobility and joint positioning. The use of moulded hip spica's within school age children was also common as was the use of various walking aids. There appeared to be a growing acknowledgement and appropriate use of appliances and orthotic input which was unexpected.

Having had the opportunity to observe the complete system of CE from infancy to adulthood during my visit, it became apparent that the key to success was the homogenous team of Conductors. Each group ran seamlessly through meticulous planning and organisation, without any conflict. It was equally clear that the significant level of progress made by children in the Institute was a result of their relatively good prognosis. Most of the children presented with mild to moderate disabilities and functioned at a high level both cognitively and physically.

Due to cultural differences and attitudes, and the select population of children at the Institute, it is difficult to make direct comparisons to the CE approach delivered at Percy Hedley School. In Hungary, any child with potential for disability is followed up at birth and the selection criteria for entry into the Petö Institute is such that only the most able of the CP population gain access. In contrast, here at Percy Hedley, the criterion for entry is much wider and consequently, many of the children have complex and multiple disabilities that require a wider range of resources and a more innovative approach. Our strong multidisciplinary philosophy enables us to draw from a variety of skills and knowledge and apply different strategies to meet these complex needs.

Although we continue to embrace the basic elements of the CE approach, our style and delivery is adapted and tailored to each individual. It's important that we continue to do this through regular monitoring and evaluation so that we can continuously strive to develop and improve our teaching and therapeutic approaches.

Through reflection, I have come to realise that regardless of a child's level of disability, the principles of CE remain the same; that a positive, ongoing learning process will ensure that each child can progress, develop internal-motivation and achieve success. The strong commitment to family involvement at Percy Hedley which is consistent with the close partnership-working established between parents and Conductors at the Petö Institute is also integral to ensuring that goals are achieved and children and families are at the centre of everything we do.

My visit to the Petö Institute was a tremendously valuable experience. The positive environment and incredible commitment of Conductors and their students to the educational process were hugely inspiring. The experience allowed me to appreciate the importance of a holistic approach and will have a lasting influence on my practical skills and knowledge.

Nicola Bowler
Physiotherapist
Percy Hedley Foundation
March, 2009

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