1st Mobility to Hungary
Budapest - 23th of November – 26th of November
I would like to thank the new Hungarian friends for their hospitality and helpfulness. On the way back I wrote some thoughts on the experience just lived. I came back with many questions and doubts about "conductive education", I would need to deepen it into context.I visited the "Peto Institute" and follow the laboratory of integration between children with and without disabilities, according to the pedagogical method "Conductive Education". The workshop is aimed mainly for children with physical disabilities, which have been proposed exercises, accompanied by songs that repeated the last words and then a path with special instruments. The children have followed with great attention and giving the same information. The "conductive" claimed the children to follow the path from start to finish. Some children were clinging to the chair to keep from falling and to move. From the first observation the "conductive education", it seemed like a method that has a strong medical and physical therapy setting. I wanted to visit the other rooms of the "Peto Institute", to better understand this method. In Italy, children with disabilities are placed in classes of formal schooling. Are usually entered one per class. While the laboratory participated in the Hungarian multiple disabled children.
I have some questions on "Conductive Education": - It 'directed only to children with physical disabilities? - It 'was tested with cognitive disabilities? - Each driver who follows children with disabilities? - The path l (I saw) must be followed from beginning to end? Why? - Are planned laboratories where there is room for creativity? Thank you in advance for the answer to these questions, I apologize for my bad English! And perhaps, some of these questions, you already answered, but I did not understand! Sorry!
The Nurserieris School
The pre school service we have visited in Budapest is located in the 22 neighbourhood. The neighbourhood is in the town suburb, it has a low population density, the houses have their own backyard, and there are not much parks.In this area there are 4 pre school services which are directed by the neighbourhood administration.
The pre school service is easily reached by bus.
To enter in the building there are stairs and a ramp for wheelchairs and baby carriers.
This service is surrounded by a large garden equipped with children’s age appropriate toys. Every children’s activity room has access to the garden.
In every room children have various play opportunities for instance:
the space layout has an educational setting divided into different functions. The layout of the furnishing, games and materials suggest to the how they can be used while at the same time giving them the opportunity to organise themselves in activities on their own or in small groups.
space for wood and plastic building blocks
space for the bopeep
very functional tables and chairs because adequate to the children age
Objects are displaced in an easy way to access by the children.
It is very interesting how games are displaced, they are good in their amount and in quality.
We think that the disguising and the dolls game are very good for children affective growth. With the simulation game children can look back at their emotions and to the experience they live every day. The disguising game play a role in the self identity acquisition.
During our attending we have noted that the education project is based on the individuality respect of every single child and that the game proposals are adequate to the children psycho physical development.
Furthermore the adult’s attentive presence is a basis of emotional support for each child. The adult provides the children with a stable, affective point of reference and supports the children’s growth and personal identity building process. We noted the attention to the children’s personal routines for instance during lunch, rest and gaming.
It was very important that the children discovered the real world and acquire skills thanks to a range of actions in different settings and times with the children playing a leading role in their experiences.
In this service there is a child with disability (S. Down) who attempts one of the group.
An adult spends part of the day with the child and helps her in the physical exercise that the rehabilitation therapist prescribed. This event is repeated every day during the year.
This activity takes place in a separate room.
This approach differ from our way of integration. In our institutions children with disabilities (0-3 y.o.) spends all time together the other mates.
Every Budapest pre school service employers that we met (coordinators, educators, operators, chefs) were very kindly to the children and parents.
We have been very impressed with the adult listening to the children abilities.
In this Institution we noted a calm and quiet feeling.
We would like to thank all persons we met for the kindly welcome they gave us.
Mother and Child Group
In the 24 November morning we have visited the Peto Institute.The Institute is located in the city of Budapest and it is accessible by public transport. It is a big one building and for the first impression I thought It was a chilly environment, more suitable for adult than child. It look like a college school. In the building there are not any architectural barriers.
After a brief visit at the institute, the organizers have divided us into two groups in order to visit and observe two different activities that are carried out to the Peto Institute.
I have visited the “Mother and Child Group” . This group is for children with special needs and their mother. In the group there were two conductors, they work in the group with the conductive education program. We entered in the room and we sat down to look for the activity. The conductors were doing some exercises with mother and child useful for the children’s rehabilitation. There are many toys in the room, useful for the exercise. All the toys are very engaging for the children. Usually take part at the group 8 child with 8 mother, in that occasion there were only 3 children with their mother. The role of the conductors is very important: the first conductor sing and show the exercise, the second one help the mothers to do the right move. Children learn the right moves by playing. All activities are done by song to give rhythm to the movements. Parents and child spend several weeks at the institute. During this period they have a lot of activities, also during the care moments. In this way when they come home they can continue with the exercises
It is very difficult to summarize in a few lines the experience at the Peto Institute. I Think also we had a few times to look for everything. I could not see if the children have any time for the free playing or some moments to play or relate together.
I think it is a very important method of medical rehabilitation, but still have not understood the educational point of view.
Cooperativa ARCA
VISTI IN NURSERIES SCHOOL –
There are 4 nurseries schools in the district. Nurseries school is part of social sphere and the kinder garden is part of the education of children with disabilities. In nursery school children are till 3 years old in kinder garden are elders. There is only one child with special needs which is documented and 3 more who are in process of diagnosing. The diagnosing process last 1 month and is make by expert commission.The process steps in work with disabled children is:
1) Work with all kids and making their daily things
2) After daily things and plays, the resource teacher is working and identifying the disabilities of the kids.
The nurseries school is in green district with few parks and real estate building, the population is not as big as in other part in Budapest and they are trying to keep this family atmosphere. In district has 4 nurseries with 346 places in them – they have 338 kids in them.
The legislation controls the number of children. In 1997 was prepared the law which regulates everything. They can have 12 kids under 2 years and 14 elder in each group. If there are children with special needs - number can be maximum 10 kids in each group. It is possible to have 2 kids with special needs, but this is the maximum number in each group and in this case they have 2 nouns, and they can have 12 or 14 kids, but in that case they have one extra person – educator, which has colleague degree which is 3 years.
Between 10-14 o’clock all groups are together and playing. The working time starts at 6 o’clock in the morning and sometime kids are arriving before this time. They have very special system about kids who will be in school before 6 a.m. and finding noun that will be at work earlier – only one have to be in the nursery school. Each group have room, there are 10 groups, 20 nouns and special staff –
psychologist, etc. They have 128 kids in the garden where we were. The school is open until 6 p.m. to have parents’ possibilities to take their kids.
The special needs teachers and integrated children are supported since 1991
Integration is not obligatory, but voluntary. If they want to be special school they have to guarantee the tools which are needed – staff and equipment.
If they have family which have special kid and wants to apply for concrete kinder garden if it is not integrated they are allowed to cancel this application, but if they have the equipment and staff, they can accept the kid at the moment and to change whole situation. In Italy is quite opposite – it is obligated to be integrated kinder garden.
It is not obligated to be integrated kinder garden, but this institution is experienced and can arrange all process of integration and rearrange everything. In schools
JOIN MEETING AFTERNOON –
Presentation of each participant and his/her background and field of expertise
Parents (not Mother) and child group – harmony, good atmosphere, conductors been supported, discipline, therapy, singing and smiling, main principle is LEARNING BY DOING, BUY DOING, BY DOING…..Train – they have to put their feet on the train singing and to take it out in the rhythm of the music. Mother work together with the child and when they back home they know how to make all exercises with their children including bath and toilet.
Children’s integration – they see the reverse integration. We can have integration, the real one when we change our attitudes and become more aware on special children’s needs. The reason children without disabilities to be part of this group /for children with special needs/, is because they have brothers or sisters in it. They have different programs for development of their speech, motor abilities etc.
CONFERENCE –
During the conference the achievement of conducting education had been presented, including the new researches made by students in the University.
The conference demonstrated the existence of a vigorous professional and academic community, committed to the promotion of inclusive education.
REFLECTIONS
From Bulgarian perspective the experience of the site visits and the meetings in Budapest brings forward several issues for reflection and further exploration.
It seems that in order to be successful, the promotion of inclusive education has to unroll simultaneously in several distinct, yet interrelated domains: public, political, legal, professional, academic, etc. In each sphere the policy of inclusion needs to have a consolidated group of supporters, who can act as change agents. Apparently in the case of Hungary significant progress has been achieved due to the groundbreaking work of the Peto Institute and the establishment of the role of conductor – a recognized profession with clear identity, mission, set of competences and underpinning body of
knowledge, which bridges the traditional professional between education, medicine and social work. Such a consolidated professional group with shared values, holistic approaches and methods, does not exist in Bulgaria, and therefore the cause of inclusion yet needs to find its champion.
NBDN
I. Tabular representationParent-Child-Group
Kútvölgyi út 6.
Budapest
Integrative Kinder Garden Group
Kútvölgyi út 6.
Budapest
Integrative Nursery School
Leányka u. 40a
Budapest
1.1 How long has been applied inclusion in the institution’s educational program?
Only conductive groups, and not an integration
Begin: 2001
1990
A remedial teacher from an pedagogic school established this kind of concept.
1.2. Please discribe the composition of professionals/specialists/ experts. Is there any expert who is not available but would be needed? Please discribe the qualification of the experts/staff employed by the instituation. Is there any further education/ training programm available for your colleagues?
5 Conductor (3 in the morning , and 2 in the afternoon)
Education: 4 years tertiary education, theorie und experince comes in one.
Complementary: speech therapist, and psychologist
Regulary advanced training and additional qualifications are possible.
(at least every 5 years)
5 Conductor (3 in the morning and 2 in the afternoon)
Complementary: speech therapist and psychologist
Regulary advanced training and additional qualifications are possible.
(at least every 5 years)
2 Nursery nurse
(4 years of eductation)
1 assistant (not an pedagogue)
(buget side task)
1 Remedial teacher (4 hrs./ week)
1 Psychologist as required
Once per week a pediatrician comes by.
1 Child-protection deligator as required (social aspects)
One optional administrator
One Administrator for all 4 nursery schools in the same dirstrict
2 Shifts (mornings/ afternoon, Experts work at least four hours together)
Governmental comitted,every five years obligated,arranged in front is possible
1.3. How many children attend your instituation? Please specify the number of those who needs special education and describe th number of specialist working with children/young people
8 children
Everyone needs special coaching
5 Conductours and parents
17 children
12 needs special coaching
5 without special coaching
182 children (5 groups)
Group intensity under 2: 12 children
Group intensity 2 – 3 yrs.: 14 Children
Group with one child: 10 children
with special needs.
1 child with down’s syndrome, Three children will be tested, and in all groups equally staffted.
1.4. Please introduce the hosting of children/young people in the institution. What type of preparatory activities executed for successful inetration/ inclusion? Is there any special protocol used by the institutionfor the inclusion of children with special needs? If yes, how do you document this protocol?
1. Preliminary enquiry
(diagnosis known)
2. Conductor verifying, if the conductive coaching is suitable.
3. Administration
Evolutional reports will be created by the conductors ( and will be send out to the parents)
In the times of exchange within accommodation, conductors will enhance others with courtsey and support for parents and employees for better integration.
1. Siblings, children from conductors, if desired from parents. (for example, because of social aspects)
2. Discussion, Contract of provision.
1. Preliminary enquiry (diagnosis known)
2. Conductor verifying, if the conductive coaching is suitable.
3. Administration
Evolutional Report will be created by the conductors. (and will be send out to the parents.)
1. Child with report from committe of experts: day nursery employees (and external) decided if, this kind of children can be administrated.
2. Contract of provision
1. Noticeable problems will be notices by the day nursery employees during the nursery years, and stated by the parents-converstation.
2. Comitte of experts will be checked.
3. The child will be extracted, group intensity will not be adapted.
A support paln will be designed by the comitte of experts ( with consultation of group employees)
1.5. Who is the decision maker regarding the enrollment of a children with special needs? Please describe the procedure! Have you ever rejected the enrollment of a children/young person with special needs?
Conductors by the preliminary enquiry, within arrangements of the management group.
Rejection: Child for conductive coaching not suitable.
Conductors by the preliminary enquiry, within arrangements of the managment group.
Child without coaching enquiry: decision will be made by the management group depends on the age.
Rejection: because of shortage of space.
Professionals will be at the location, and decide agreements with the externals if they are fair minded with the child.
Rejection: child does not suit to the integration because of gravity of disability, and socialbehavior.Terms
of conditions are not
provided.
1.6.Is there any follow up parctice used for observing the life of those who left the institute? Waht are the experiences?
Will be integrated in the nursery group, furthermore evolution will be analyzed.
Will be integrated in schools and furthermore will attend to the after treatment. ( depending on necessity) Evolution will
1. Children can stay until their turn 6 years old, if there is not a possiblity of a
be traced.
differen support service.
2. Suport will be provided during the exchange within two differnt support services.
3. No further evolution trackiing
1.7. Who is the sustainer of the isntitution (provides financial support)? Do you provide services besides the basic services? if yes, who gives the financial support of it?
Agency: Petö Institution
(Ministry of culture)
conductive coaching needed,
depending on internal and external specialist. Special offeree: swimming, horseback riding.
Financing: parents
Agency: Petö Institution
(Ministry of culture)
conductive coaching needed, depending on internal and external specialist. Special offeree: swimming, horseback riding.
Financing: parents
Agency: Ministry of social affairs
Special offeree: Saltroom (small rooms with salt bowls, very good for air passages, can be used occasionally. Wiggle room, financing: government ( total budget)
1.8. Do you require any contribution from parents? If yes, what kind of contribution (please describe), Do you have any other financial support? if yes, please detail the sources.
Individuelle devices: „health insurance”, governmental food, Office supplies: parents monthly contribution: government, parents subsidise
Individuelle devices: „healt insurance”, governmental food, Office supplies: parents monthly contribution: government, parents subsidise
Food: parents monthly contribution, materials: government or town council (orientated on „funding rate”)
1.9. How do you finance the special equipments?
Concerning point eight
Concerning point eight
Concerning point eight
1.10. Hungary was the second country (on 20 June, 2007) who signed the UN Convention on the Rights of Persons with Disabilities. What experiences do you have (on country level) in providing the conditions for inclusion?
More retraining supply and coperatioins possibilities
1.11. Do you have in your country a professional forum or advocacy group where experiences can be shared and discussed with other professionals and /or with the policy level?
Exchange of expertise with other different padagogic facilities due to the fact of proactivity.
2.1 Features of physical environment
Location of the institute in the city; inner city, outskirt, easy acces to public transportation, easy access to other
Central Institution in Budapest, Bus stop next to the
Institution,(but not very friendly to handicapped persons. (no ramp is available)
Central Institution in Budapest, Bus stop next to the Institution, (but not very friendly to handicapped persons. (no ramp is available)
Central location, public transport is easly to access.
services
Is the building, the built environment suitable for inclusion of children/young poeple with special needs?
Classroom /rooms features, furnitures, special equipments: toys can be easily reached on shelves, for visually impaired reflective foil is provided.
Building is very suitable for handicapped persons, due to the fact of lifts, width doors, walk, balustrade, ramps, but do not open doors autonomous.
Adequate ejecta/device mostly reachable for the children.
Building is very suitable for handicapped persons, due to the fact of lifts, width doors, walk, balustrade, ramps, but do not open doors automomous.
Adequate ejecta/device mostly reacheable for the children.
Buildings are handicapped accessible (at-grade, ramp, stairs, balustrade, handicapped toilets, BUT only for adults, part of the rooms are quite small, everything is in one room, for example sleeping, eating, and playing.
Moreover group rooms do not provide extra hosting games.
Wiggle room: for action and cognition
Games are accesable for the children
2.2 Personal conditions/features of staff
- characteristics of the pedagogues
- adequacy of observed methodologies
positive attitude
friendly atmosphere
professional expertise
patient
sustained
motivated
consequent
scheduled/ structured
disciplined
methods are adequate
positive attitude
patient
sustained
motivated
consquent
scheduled/ structured
disciplined
positve tenor
friendly atmosphere
methods are adequate
professional expertise
friendly conact
good atmosphere
consequent
quietly
patient
disciplined
faithful
open minded
methods are adequate
II. Professional Assessment
Petö-Institute
Integrative nursery school
The “Parent-Child-Group” and the “integrative kinder garden group” at the Petö-Institute were visited, as well as a public integrative nursery school in Budapest.
There was a remarkably friendly and cheerful atmosphere in all institutes. The handling of the children was always caring, friendly, cheerful, but nevertheless consequent. The employees were open-minded and helpful.
The staff is well trained and their qualifications are very versatile (Nursery educators, conductors, remedial teachers, psychologists, language therapists). The professional competence of the institutes’’ staff is therefore very high, although staff is often too reduced. E.g. there is too little professional staff in the integrative nursery school, meaning that one educator often has to work alone with the children. This doesn’t ensure an optimal aid and care for the children. On the other hand, we see positive things: the group administrator’s exemption from group work, the employment of a paediatrician, a remedial teacher and a psychologist (sometimes only on hourly basis). The weekly working hours of the remedial teacher are always the same, disregarding of the actual number of children to be taken care of. At the moment, there is only one child to be aided, who naturally profits from this (her hours are not reduced). But should the remedial teacher have more children to take care of, her hours aren’t raised, meaning that there’s less time for each child to be aided. It would make more sense to adapt the staff’s working hours to the actual number of children in the facility. There is no possibility to expand the team (e.g. when a handicapped child joins the group) by employing a conductor. The supplementary aid has to be performed by the regular staff.
There are only conductors working in the Petö-Institute’s “Parent-Child-Group” and integrative kinder garden group, yet these receive aspects of all formations = integral aid. Staff numbers are good and when needed, a language therapist and a psychologist, who are responsible for all groups in the institute, join them. However, they only perform individual aid on hourly basis in the groups. The Parent-Child-Group receives additional help from the childrens’ mothers or fathers. This is very positive, as the parents gather exercises and tips for home, but has the disadvantage of the children being easily distracted, having to concentrate on parents, conductors and other children.
It is very positive to see the integrative concept being applied in every facility.
At the moment, there is only one child in need of aid in the integrative nursery school. There is however the possibility to have more. Nevertheless, the facility itself rejects integration children, if they feel, they wouldn’t be able to meet the child’s necessity for aid and care with the conditions at their disposal. It would be better to change those conditions, instead of rejecting handicapped or peculiar children. Also, conditions like staff and number of children in a group can’t be changed, if the diagnosis of a child is made after the beginning of the group. An additional integration spot can only be made available at the beginning of the next group. This regulation isn’t apt to meet the childrens’ needs and to enable the staff to perform high quality pedagogical work.
The concept of the integrative Petö kinder garden group is very interesting and unique: regular children are integrated in a group of handicapped ones. When we visited, there were 11 children in the group, 5 of which regular and 6 in need of aid (normally the proportion is 5 to 12). This group is very positive for all the children. Especially social skills like helpfulness, empathy, considerateness, tolerance, ecc. are strengthened and encouraged.
The Petö-Institute’s Parent-Child-Group is not an integration facility. As it offers only a therapy (conductional aid), there are only children in need of aid taking part. In our opinion, however, this directed aid (first and foremost regarding the childrens’ social skills and their self-reliance), applied in their infancy, could help them with their later integration in other facilities (regular kinder garden, school) and their participation in regular life.
Integrative kinder garden (group)
Integrative nursery school (group)
The building, entrances, and rooms of all facilities are built adequately, in order to ensure even handicapped children are able to move freely inside. Regarding this aspect, the only thing to criticise at the Petö-Institute is the doors, which can’t be opened automatically (or by pushing a button).
There is an orthopaedic shop in the Institute’s building. Parents, who need to adjust tracks, crutches, ecc. or buy orthopaedic material, such as bandages, can do so right there on the spot. This is a major time saving, and there’s professional consultation as well.
The integrative nursery school disposes of a toilet for adults, but not for children. In an integrative facility you’d expect the sanitary equipment to be suited for the clientele.
The facilities’ rooms are apt for children, attractive, bright und friendly. The equipment and materials are suited for the childrens’ age and selected in a therapeutically and pedagogically reasonable way. The integrative nursery school stands out by having an own kitchen and a big garden and courtyard. The group rooms, however, only consist in one room, without adjacent rooms. Therefore all activities (e.g. sleeping, eating, playing) take place in the same room. This isn’t ideal, a further room would be needed, in order to separate those activities physically and thematically.
The day planning and activities of all facilities seemed very structured, well planned and aimed. The children are very disciplined, yet take part with great fun and effort.
We especially noted several educational and therapeutic methods combined in one offer at the “Parent-Child-Group”: Physiotherapy (Movement, posture, breathing), logopeadics (language, verses, rhythm), music (songs, media), parental work (communication conductors-parents), concentration exercises (playfully regarding fine motor skills, motoricity, touch). Similar, the exercises were accompanied by rhythmic songs and phrases in the integrative kinder garden group. During every single exercise, different children with different needs were addressed very individually and given altered tasks. Thus, all children were able to complete their tasks and experience a feeling of success (in one unit!). The methodical arrangement was very attractive and the children very motivated. They clearly enjoyed the offer/programme. We especially like integral aid in the conductive concept (and the offers we saw). There is no deficit-oriented work, but strengthening strong points and thus compensating weaknesses.
The major part of the costs of aiding a child in the visited facilities is covered by the state, which we deem very positive. The parents just have to make a contribution and pay for food and game material. Aides for handicapped children (crutches, tracks, prosthesis, ecc.) are taken care of by a health insurance. Therefore, integration is possible for children from all social classes.
III. Reflections about the stay in Budapest
To start off right, the whole group thought the first meeting in Budapest was very pleasant and a good way to kick off the project. The support by the Hungarian hosts was impeccable during preparation and the whole stay, and we had a good feeling knowing that we could ask for help and support whenever there was something unclear. The meeting was very well organised and there was hardly any confusion or misunderstanding.
To get to know each other, the participants had the opportunity to introduce themselves and to describe where they worked, what they did in their facilities and, last but not least, what they were expecting from the mobility in Hungary. This was a very good and necessary idea, as everybody knew what professionals they were dealing with.
Atcommon meals the participants from different facilities had the opportunity to get to know and to open up towards each other.
The work in small, mixed groups was very positive, as it facilitated an effective professional exchange. However, there could have been more group work.
The visits were very attractive and the German group was very curious what to expect in the Petö-Institute and in the integrative nursery school. Given that FortSchritt brought conductive aid to Germany and offers it here, and that there were two conductors among our participants, it was very exciting to see the place where conductive aid was invented. Integration of regular children in a group of handicapped one was a new and very interesting experience, which doesn’t exist like this in Germany. One criticism might be the Parent-Child-Group in our opinion not being an integrated group, which made it harder to observe the work on integration, thus not being relevant for the purpose of the project. Concluding, we had wished to be able to see more facilities.
The documentary film about an EU-project, in which Teenagers from FortSchritt gGmbH participated, was a very good part of the programme. It was proof that it’s worth taking integration seriously and working for it, as it helps breaking down barriers in society and diminishing the distance between “normal” and “not normal” children.
The visit of Petö-Day at the Petö-Institute on the occasion of Hungary’s day of science was an interesting experience, albeit not for everybody, as only conductive aid and scientifical test regarding it were presented. However, a speech by the Petö-Institue’s headmaster, Dr. Franz Schaffhauser, was very educative and food for thought for all participants. It was very good having audio guides to be able to understand the Hungarian speeches.
All in all, the German team was very pleased with the visit, even if there were some language difficulties, but these have to be dealt with individually.
A big thank to the organisers in Hungary!
Created by German Partner, FortSchritt gGmbH
The Integrative Kinder Garden Group
I visited the "Peto Institute" and follow the laboratory of integration between children with and without disabilities, according to the pedagogical method "ConductiveEducation". The workshop is aimed mainly for children with physical disabilities, which have been proposed exercises, accompanied by songs that repeated the last words and then a path with special instruments. The children have followed with great attention and giving the same information. The "conductive" claimed the children to follow the path from start to finish. Some children were clinging to the chair to keep from falling and to move. From the first observation the "conductive education", it seemed like a method that has a strong medical and physical therapy setting. I wanted to visit the other rooms of the "Peto Institute", to better understand this method.The Nurserieris School
The pre school service is easily reached by bus.To enter in the building there are stairs and a ramp for wheelchairs and baby carriers.
This service is surrounded by a large garden equipped with children’s age appropriate toys. Every children’s activity room has access to the garden.
In every room children have various play opportunities for instance:
the space layout has an educational setting divided into different functions. The layout of the furnishing, games and materials suggest to the how they can be used while at the same time giving them the opportunity to organise themselves in activities on their own or in small groups.
space for wood and plastic building blocks
space for the bopeep
very functional tables and chairs because adequate to the children age
Mother and Child Group
In the 24 November morning we have visited the Peto Institute.The Institute is located in the city of Budapest and it is accessible by public transport. It is a big one building and for the first impression I thought It was a chilly environment, more suitable for adult than child. It look like a college school. In the building there are not any architectural barriers.
After a brief visit at the institute, the organizers have divided us into two groups in order to visit and observe two different activities that are carried out to the Peto Institute.
This group is for children with special needs and their mother. In the group there were two conductors, they work in the group with the conductive education program. We entered in the room and we sat down to look for the activity. The conductors were doing some exercises with mother and child useful for the children’s rehabilitation. There are many toys in the room, useful for the exercise. All the toys are very engaging for the children. Usually take part at the group 8 child with 8 mother, in that occasion there were only 3 children with their mother. The role of the conductors is very important: the first conductor sing and show the exercise, the second one help the mothers to do the right move. Children learn the right moves by playing. All activities are done by song to give rhythm to the movements. Parents and child spend
several weeks at the institute. During this period they have a lot of activities, also during the care moments. In this way when they come home they can continue with the exercises
It is very difficult to summarize in a few lines the experience at the Peto Institute.
Pegaso
We have started our journey with great enthusiasm. After 800km of travelling we arrived to our accommodation. Our first meeting was at the hotel Pappilon where we met our partners. After that we went to have dinner at Margitkert in a traditional Hungarian restaurant. After dinner we played a game where we had the chance to learn more about each other and all this made the atmosphere better.The next day we have divided in two groups. A small group went to the Leanyka street integrated nursery school and the second group to the Pető Institute.
After our arrival to the Pető Institute we had the chance to have a sort close-up (betekintés?) of the institute and to know a bit more about the history and the founder of the institute what was followed by a sort discussion where we were again divided in two groups. The first group went to the parent-child group and the second group to an integrated kinder garden group.
In the parent child group were 4 children because of illness but usually they run with 8 children. The parent child group is run by 3 conductors and parents in the mornings and 2 conductors and the parents in the afternoons. In this group parents are thought how to do the exercises together with the children and then when they go home they can do the exercises together with their children. Every child who arrives to this institute for the first time goes trough a preliminary enquiry and a therapy program is set for every child.
At first they do the exercises all the children together at the same time. The conductors had very good personality and they were singing together with the children. Every child is helped by the parent under the conductors instruction. After the group program every child got an individual program and they were doing that alone with the parent. I think that this is a very good thing that the parents have the chance to learn, how to do the therapy program together with the child because it gives them confidence.
The integrated kindergarten has 12 children age 3-5. In this group children with special needs and healthy children are together. This group is preferred for many parents because they have extra activities comparing to the other normal kindergarten programs. In this group tend to come those healthy children whose siblings have special needs or their parents work at the Pető Institute. The group has 17 children. 5 of them are healthy and 12 of them have special needs. During the mornings there are 3 conductors and 2 trainees and in the afternoons 2 conductors and 2 trainees.
In the activity we saw the emphasis was put on the feet. They started with breathing exercises like arm lifting while you breathe in, arms down when you exhale. The exercise with the feet were made bear feet (csóré lábbal) using different exercises while they where singing and saying nursery rimes.
Having the chance to take part in both activities we can say that the conductors in both group had a great personality, very kind and emphatic with the children. They sang a lot with the children and they
said everything three times together. They helped the children, but the main thing was that the children do all individually and have they gave the ambition for them to do it by themselves.
After we visited the groups we had the chance to ask any other questions occurred about the groups, condutive pedagogy or even about the institute. It was a great experience for all of us.
In the afternoon we went back to the Hotel Pappilion where we talked about what we saw in the morning and made a presentation for those who where in a different group. There we heard about the Leanyka street nursery school and the great atmosphere the others fund there. There we had the chance to talk a bit more about our associations and what are we doing exactly and where are we come from.
In the evening we went to the Doc Art cinema where we had the chance to watch a film about an other European project held in September called “Accept to be accepted”.
We think that this day gave us a lot of new thing and great new experiences too.
The third day we spent at Pető Institute where it took place the Hungarian Science Festival Harmony. In the morning we had the chance to hear dr. Schaffhauser Franz the Pető Institutes rector who held a lecture about the inclusion. He said that the inclusive society should be humane and democratic, should not exclude any individual.
He compared segregation to a strong ring, according to him the vision is a system without such a ring, a system that insures a unified, inclusive education but it is not easy to accomplish this. For the realization of an inclusive school, there is a need to plan, to develop the criteria, to train the faculty accordingly. It is important to have a purpose-oriented system making every student capable.
In the afternoon every participant had to introduce their association and field of work. After that we had the chance to ask questions about anything occurred.
After that we divided in groups and we talked about our two day experiences. In the end we played a game where we could say what our expectancies about this project are and what is our aim.
After that we had dinner together where we said good by to the most of the participants.
The last day in the morning the group leaders had a last meeting where they talked about the project details, they decided on the next mobility dates and they talked about the questions occurred.
To sum up this meeting in Budapest was very well organized and I think that everyone had a great time and we can’t wait to see each other again in March in Italy. Thank you for the Hungarian team for the organization and that they made us feel home and great.
Laura house/Laura Ház
Baraolt/Romania
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