All Inclusive - Ldv Partnership

On October 24, 2011 we visited the Peto Institute, in an easily reachable site, and there we could observe the application of the conductive education method.

Obviously we could only see a small part of the work provided, and we realize that we cannot give the complex opinion that this method would demand.

As far as mothers – children work is concerned they explained that they start with a residential three weeks full immersion, where conductors teach mothers how to interact with children, paying attention to the daily routines.

We could only see only the work in the gym and as far as we could observe, this method is based on stimulating the body to give correct answers, so that children will acquire the motricity necessary to adapt to the environment. Instruments used in this phase are various and very simple (chairs, sticks, ropes, puzzles etc.) so that the same kind of work may be done at home too.

As far as the activities of the observed integrated group, it is to be appreciated the structure of the classroom through the order of placement of games and ludic educational instruments in the classrom itself. From a certain point of view this is an easily traceable reference for children with different needs.

It is to be appreciated conductors’ technical organizative ability in establishing the child/group relation, intercrossing in the level of attention of the group “class” in relation with the conductor’s directions.

Unfortunately we could not verify the aspect of the ludic/didactic dimension in the free game, this being an important phase in the educational and rehabilitation iter of every single child, particularly children bearing different needs.

Techniques to be applied in a predefinite and precise setting are offered, more or less the same for everybody, a strong discipline is demanded.

Our impression is that the focus of this method is mostly rehabilitative, even if the work with the children is of fundamental importance for a complementary and consequent educational work.

The place is rather cold and aseptic: a big Institute and as such absolutely unfamiliar.


On October 24, 2011 we visited the Peto Institute, in an easily reachable site, and there we could observe the application of the conductive education method.

Obviously we could only see a small part of the work provided, and we realize that we cannot give the complex opinion that this method would demand.

As far as mothers – children work is concerned they explained that they start with a residential three weeks full immersion, where conductors teach mothers how to interact with children, paying attention to the daily routines.

We could only see only the work in the gym and as far as we could observe, this method is based on stimulating the body to give correct answers, so that children will acquire the motricity necessary to adapt to the environment. Instruments used in this phase are various and very simple (chairs, sticks, ropes, puzzles etc.) so that the same kind of work may be done at home too.

As far as the activities of the observed integrated group, it is to be appreciated the structure of the classroom through the order of placement of games and ludic educational instruments in the classrom itself. From a certain point of view this is an easily traceable reference for children with different needs.

It is to be appreciated conductors’ technical organizative ability in establishing the child/group relation, intercrossing in the level of attention of the group “class” in relation with the conductor’s directions.

Unfortunately we could not verify the aspect of the ludic/didactic dimension in the free game, this being an important phase in the educational and rehabilitation iter of every single child, particularly children bearing different needs.

Techniques to be applied in a predefinite and precise setting are offered, more or less the same for everybody, a strong discipline is demanded.

Our impression is that the focus of this method is mostly rehabilitative, even if the work with the children is of fundamental importance for a complementary and consequent educational work.

The place is rather cold and aseptic: a big Institute and as such absolutely unfamiliar.