There are always special tasks which must be in the programs of the daily routine such as movements, eye-hand coordination (conductors always ask the children to listen and look at them or look at the objects in their hands) and last but not least observation and orientation (always practice the directions: roll to your L/R side, turn your head to the L/R side, “What do you have in your L/R hand?”).
In order to achieve the goals, the complex program needs to contain moving tasks, mental and speech tasks and developer tasks. To plan these things, conductors need to define the needs of the children and their personal tempo of development.
It is very important to learn the orthofunctional usage of common goals what they can learn with the detailed goals and tasks of the complex program. Let me make it clear with an example: in the sitting program we teach them to hold and move objects in hands such as holding on the stick and lifting it up. Then they practice this movement on the academic lessons while writing, or cleaning the teeth during self-care.
The primary activities are the self-care activities (clothing, bathing, cleaning teeth, eating), manipulation, usage of hands and objects. For successfully achieving the goals conductors need to ensure the relaxed and safe position all the time and start all the activities from this position.
The daily routine is a frame of the complex program which contains the orthofunctional time-rating (time table) of normal routine of life. (we teach them to control their time, time-rating in walking, cleaning teeth, washing face, eating, learning, working, watching TV, having rest, playing, bathing and going to bed.) With the help of the daily routine in Conductive Education they will be able to learn to get time for everything.
The time-rating (time-table) of dysfunctional groups shows differences compared to a orthofunctional group (group of healthy children) of course but generally every group’s daily routine has to make an opportunity to acquire the self-care rules (clean teeth after eating, wash hands after toileting or check their clothes and shoe-lace during clothing), solve tasks and tasks series in different situations (they learn to step up on a box what they can use during walking on stairs) and to achieve educational forms according to age (behavior rules, good manners such as waiting for their turn, greeting each other when entering the room in the morning).
I felt it important to write about daily routine in CE to make it clear how amazingly conductors devise a healthy life style for children with disabilities who are involuntarily not able to build their life up alone. In my profession personally a well drawn daily routine is always ready to help organize an effective day with all the activities for the children.