There are five important elements to facilitate the process of Conductive Education:
1. The conductor
2. The programme
3. The task series
4. Intention / Rhythmical Intention
5. The group
The Task series is the basis of the work session which prepares children for function.
Tasks are taught, learnt, practiced, generalized and used; and broken up into elements with appropriate goals. For example, I define a goal such as “to learn to use the spoon during eating; and I give the student tasks that help drive the spoon to his mouth.
Each member of ‘the group’ works towards the successful completion of the task. Tasks are a structured part of the daily programme. Conductors organize an all-day programme that helps children to learn something during the tasks series and then built it in their daily routine.
Tasks are teaching tools, not a set of exercises. With playful tasks we encourage the children to be active and don’t lose motivation. We create situations which prepare them for an individual way of life as much as possible.
Tasks are developed to meet the needs of the individual but are most effective when carried out in a group because children motivate each other to try to do their best as they just like to compete, to challenge each other.
Tasks are presented in such a way that allows the individual to succeed and at the same time learn a new skill or reinforce a newly acquired one. This is why conductors are trying to differentiate among tasks according to the personal ability and development of the children allowing them to achieve success by each exercise.