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Conductive Education and the National Curriculum: an integrated approach
Author(s) -
Wilson Jill
Publication year - 2001
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/1467-9604.00213
Subject(s) - curriculum , experiential learning , pedagogy , curriculum theory , sociology , emergent curriculum , period (music) , philosophy of education , curriculum development , national curriculum , curriculum mapping , mathematics education , psychology , higher education , political science , art , law , aesthetics
This article is a single case study of a community special school that integrates the principles and practice of Conductive Education into its curriculum. The article covers this process over a period of ten years. For five of these Jill Wilson was head teacher of the school and she traces the developments at the school over this period, starting from the point when staff first went to the Peto Institute in Budapest for training. She goes on to examine the ways in which the school has placed Conductive Education at the centre of its philosophy. In addition it traces the development of the curriculum, which encompasses the National Curriculum, along with the school's developmental, experiential and personal social and health education curricula. The net result is a full and appropriate curriculum for the pupils at the school built on and around the philosophy and practice of Conductive Education.