Implementing Conductive Education in Australia: a question of programme transplantation

Abstract

This paper is concerned with issues arising from the transfer of educational programmes developed in one educational context to another, in some cases markedly different, educational situation. The introduction to Australia of conductive education, an integrated education and therapy programme developed in Hungary in the 1950s for children with physical disabilities, is an example of such a transfer. Results derived from two evaluation studies of conductive education projects in New South Wales suggest that, when implemented in Australia in the 1990s, students did not achieve the expected positive outcomes, though some improvement in at least one motor task was achieved by most students. Problems identified in the two studies included lack of programming to generalise new skills to daily living tasks, neglect of academic and communication skills, the unchanging and the unchallenging nature of the motor programme leading to poor motivation for more competent students, and the segregated nature of the programme. Unequivocal evidence of efficacy, particularly in social contexts similar to the new setting, should be required before unqualified support is given to the transplantation of reportedly highly successful intervention programmes from one social context to another.

How effective are programs based on conductive education? A report of two studies

“…Some of the main questions arising from the two studies reported here were reviewed in Bochner et al (1996). These included issues arising from the transfer of an educational program developed in one social and cultural context to another, the effectiveness of the teacher/therapist model exemplified in the role of the conductor and differences in educational provision for students with special learning needs in Hungary and Australia.…”

Reconstructing Behaviour Analysis in Education: a revised behavioural interactionist perspective for special education

“…Some illustrations of this point are available in the current issue. Bochner et al (1996) present a descriptive account of the difficulties that arise in attempting to transplant a programme (in this case, conductive education) from one social and cultural context to a quite different context where it is not consistent with prevailing values and views on educational practice. Widdowson, Dixon and Moore's paper (1996) on the effects of teacher modelling of silent reading on high-, average-and low-achieving students' reading behaviour provides a salient reminder that strategies that are appropriate to some students, may not be effective with others.…”

Konduktiv pedagogik – mellan evidens och existens?

“…Conductorn framhålls i själva verket som den största skillnaden mellan CE och andra arbetssätt ). Konsekvensen av att en person är »allt-i-allo« med kunskap inom skilda discipliner som specialpedagogik, logopedi, arbetsterapi, psykologi och sjukgymnastik diskuteras (Bochner & Center 1996). Oavsett ståndpunkt bör träningsansvaret redovisas i projekten.…”