Conductive promotion according to Pető

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Conductive support is a complex support system that was originally developed by the Hungarian doctor András Pető for children and adolescents with cerebral movement disorders and adults with Parkinson's syndrome or after Apoplex under the name Conductive Education and Conductive Pedagogy .

Basics and history

The term was expanded by Karin S. Weber as part of the first German pilot project (1990–1992) for conductive support and has thus established itself in German-speaking countries. Pető himself did not systematically describe the documentation of conductive support . Maria Hári , Pető's student and successor in the management of the Pető Andras Institute for Conductive Education of the Motor Disabled and Conductors College , has recorded basic ideas from Pető's practice in a history of conductive pedagogy .

The Conductive Education sees itself as inseparable unity of education and therapy . Motor support is only one part of the concept in which disabled people are supported in their social, emotional, linguistic and cognitive competence. The focus is not on a person's disability, but on their personality. The disability is considered a learning disorder seen that can be overcome, but it is not curable. Practice has shown that conductive support is also suitable for other disabilities.

Pető created the job of a conductor, which was officially recognized in Hungary in 1963. Derived from the Latin conducere 'to bring together', the conductor brings together the various knowledge from the individual educational, therapeutic and medical areas to create an individual concept. Pető only achieved recognition of the "educational character of his conductive efforts" after years of fighting with the authorities in 1963 for conductive promotion . After the state recognition and affiliation to the Ministry of Culture, a four-year college course to become a conductor was established in 1965. In Hungary, England and Israel, female conductors are now being trained at a university. This job description has not yet been recognized in Germany because there are separate training courses for pedagogues and therapists. In Germany, advanced training courses for specialists in the fields of education, medicine , rehabilitation and psychology are offered to become pedagogical-therapeutic conductors.

The Conductive Education is spreading throughout the world and in every country adjustments must be made to the country-specific systems. In Germany, the conductive support was imported from 1985 by Karin S. Weber, University of Siegen. The first pilot project started in 1988 with a group from Düsseldorf, which was funded at the institute in Budapest and supported scientifically by Weber. From 1990 to 1992 the first pilot project in Germany was carried out in the Taunusklinik on behalf of the BMA and was scientifically supported and evaluated by Karin S. Weber. From 1994 onwards, conductive support from affected parents spread in the media. Numerous parenting initiatives and associations emerged. For parents, it is in the foreground that their children are not perceived as a “personified deficit”, but as a “person who can grow and develop.” Parents in Germany are committed to the creation of a wide range of offers, within the framework of which conductive support is exercised as well as for their dissemination and recognition.

controversy

In the specialized sciences is Conductive Education controversial. Since its appearance in Germany, scientists have dealt with it and its transferability to German conditions.

Basics of Petős

Pető understood his approach as “combining language and movement learning in the service of neural change”. He assumed that the plasticity of the brain makes it possible to compensate for brain damage. Modern brain research has shown that plasticity can be understood to mean that “multiple partial functions or entire functions are retained if they are not touched by the lesion, can be replaced by a similar function, or are made noticeable via a detour within the neural circuitry can". The cause of the movement disorder cannot be corrected by any therapy model.

Cerebral motor, sensory or multiple disabilities can be congenital or later acquired. The sensory, motor, psycho-social and cognitive-linguistic development process, which apparently starts automatically in non-disabled infants, cannot be expected unhindered in the event of cerebral damage to the brain, or certain skills are not available. The existing, mostly reflective repertoire cannot be expanded any further and dysfunctional movement patterns and behaviors build up. "Damage to the central nervous system has the effect of a learning obstacle that influences all development / learning processes and thus encompasses the whole personality." If one accepts this view, it would mean that new, adequate movement patterns can be learned and differentiated with early support.

Pető was convinced that motor development processes cannot be separated from other areas of development. In his opinion, support had to be networked and encompass perception , language , cognition and motor skills . The aim was to link the child's reality with movement learning: "... therapy, no matter how good it is, [does not help] if it is not embedded in all areas of life". Pető thus stood in contrast to the then common therapy conceptions, which only knew an “external treatment of the mobility impairment without the patient having to contribute”.

Influences

Much has been written about the influences on Pető's basic assumptions. In his library there are works by Hippocrates , Paracelsus , Hufeland and Cannon . He has represented his view of the curability of diseases under a pseudonym in two books. He received important impulses from the Russian cultural-historical school around Lurija , Wygotski and Leontjew , who saw movements as purposeful components of operations and actions in the direction of an activity or a motive in their activity theory. The child should be encouraged to do something. This leads to a mutual influence between the child and the environment. Emotions, perception, and motivation are related events. A targeted action consists of individual parts of the act of movement that can be called up more or less automatically. This acquisition process is limited in the cerebrally handicapped child. Vygotsky explained the "social mediation of human development" and thus also of disability. "However, Petö made use of Vygotsky's view by turning it around: If disability can be communicated socially, then so is non-disability." By this he meant that the infant's confrontation with the objective world can only arise through the mediation of the adult can. The practice process also comes about in this way of dealing with adults.

Pető recognized the importance of linguistic control functions for cognitive learning. Learning is self-regulating, so actions are rhythmically intended verbally in the first-person form, so that the child sets the goal of his movement for himself. For Pető, learning in group situations was more successful than in individual therapy, so the exercises are only carried out in groups. Influences of the Russian educator Makarenko , but also his lifelong friend Moreno , the founder of psychodrama, are suspected here. Petö recognized the motivation of the learner and a positive learning atmosphere combined with a consistently competence and goal-oriented perspective as an essential prerequisite for creating optimal learning conditions.

Goals of conductive promotion

The most important goal of conductive support is to achieve the so-called ortho function of the disabled person. The orthopedic function in the sense of Pető means, depending on the severity of the disability, achieving maximum independence from aids and / or strangers. The ability to lead an independent life is sought. Pető was of the opinion that the impairment of the ortho function is the result of the damage to the central nervous system, whereby the resulting movement disorder is a learning obstacle that can be compensated. This is to be achieved by encouraging the children's own activity in order to achieve individual goals. It is not the age- or intellect-related deficits that should be noted, but rather the child's development opportunities should be considered. In order to move from dysfunction to orthopedic function, holistic intervention is necessary.

The following rehabilitation goals are pursued:

  • Development of practical life skills
  • Maintenance and development of motor skills
  • Development of perceptual and cognitive skills
  • Expansion of communicative possibilities
  • Development of social and individual skills
  • Dealing with the disability
  • social integration
  • positive personality development
  • optimal medical advice for parents and children

Target groups

The Conductive Education is useful in cerebral movement and developmental disorders such as the various forms of cerebral palsy , in motor development and dysfunction as well as generally in disorders of the central nervous system. The sensible use of conductive support must be weighed up in the case of very severe impairments in physical resilience due to developmental anomalies of the heart and circulation , epilepsy that cannot be influenced by medication , as well as severe sensory impairments or the presence of a genetic, progressive disease. The possibilities and limits of conductive support are less based on the method itself than on the respective resources of the facility and specialists. The area of ​​application has expanded significantly in recent years: in the Keil Institute in Vienna and in the Conductive Support Center of Phoenix GmbH as well as in Hong Kong, children with autism and perceptual processing disorders are worked with. A decision on funding is made individually after a preliminary examination and a subsequent discussion with the relatives.

methodology

Conductive facilitation includes all mental, verbal, manual and material aids and aids that are used to generate initiative and targeted activity. According to Weber , 1998, p. 112, facilitation can be divided into four forms:

  • structural facilitation: space, time, daily routine, program structure
  • media facilitation: Petö furniture, rings, bars, etc.
  • Pedagogical, psychological and social facilitation: by the conductor, by the group
  • individual facilitation: motivation, willingness to learn, energy of the individual.

The dynamics emanating from the learning group have a motivating effect on the children. If possible, children, adolescents or adults of similar age but different motor skills are grouped together in order to maintain a dynamic, active group with a wide range of opportunities for exchange and imitation. The conductive group is intended as an aid to building up adequate learning behavior, as a space for identity experience and social activity. In the organized and constant daily routine, the focus is on motor, cognitive-linguistic and creative programs that are geared towards learning practical life skills: washing hands, toilet, eating, drinking, dressing and undressing and much more. Being in the support units during the daily routine For example, changes of place and position, gross and fine motor movements, coordination and perception are practiced with age-appropriate cognitive and educational content. In rhythmically continuous intending, through the use of language, objectives, instructions for action and self-control are achieved at the same time. Simple, multifunctional Pető furniture supports the learning process.

Conductive promotion in Germany

Legal situation of conductive promotion in Germany

For about 21 years, nationwide disabled children have been supported according to this concept, first as a scientific pilot project, then as part of parents' initiatives with the help of donations. For a long time, different individual decisions were made by the health insurance companies . In Bavaria in particular, the social welfare agency (districts) took over the costs in some government districts (focus on Upper Bavaria ) . On September 3, 2003, the BSG decided that the conductive support services according to Petö are medical measures that are the responsibility of the health insurance companies. This meant that the social welfare providers were no longer allowed to provide this benefit as part of the integration assistance, since the health insurance companies were responsible. The Federal Joint Committee of Health Insurance Funds decided on May 18, 2005 that no superiority of conductive support over comparative interventions (i.e. other forms of therapy) could be derived from the available scientific studies. Conductive support was recognized as a possible remedy, but the assumption of costs was rejected. In spite of the judgment, the social committee of the district of Upper Bavaria decided on November 17, 2005 to continue to finance the existing or requested places until a final decision on recognition has been reached. In 2009 the BSG decided that Petö could be considered as a necessary social rehabilitation service and could therefore be covered by the integration assistance.

Inclusion of conductive support in the Bavarian curriculum for special schools in 2001

In the curriculum for the specialization of physical and motor development from May 2001, Bavarian State Ministry for Education and Culture , conductive promotion was included under Chapter II A, Interdisciplinary educational, educational and support tasks . This was preceded by a school trial in Bavaria from 1995 to 1999, carried out by the ISB, the State Institute for School Pedagogy and Educational Research. The aim was to find out how conductive support can be reconciled with “special educational self-image” and which elements of conductive support can be implemented and combined with the principles of special educational didactics . At the same time, the Pfennigparade Foundation in Munich carried out a long-term experiment to evaluate conductive support, which accompanied children through to school and looked at the effects of conductive support measures on the cognitive and motor development of a child. In addition, various study results on the rehabilitative effectiveness of conductive support were published.

Since 1995, the Pfennigparade Foundation has been confronted with the wishes of many parents, whose children had received conductive support, to realize this support within the school as well. After conductive groups and departments (afternoon groups, SVE, etc.) were increasingly in demand within the Ernst Barlach Schools of the Foundation, the Phoenix School opened in Munich in 2004, when the founding of its own conductive school.

A second example of the connection between school and conductive support was also made in 2005 at the insistence of parents. In Rohrdorf bei Rosenheim, Upper Bavaria, in 2005 the Bavarian State Ministry for Education and Culture initiated the formation of a conductive external class (now: partner classes) at the Rohrdorf elementary school. The project was originally planned to run for four years. In the meantime, two conductive partner classes are cooperating in different subjects with the corresponding regular class, whereby a nationwide unique combination of integrative and conductive elements has been achieved. This project was scientifically supported by the University of Würzburg and the research report was published in July 2009.

In the 2011/12 school year, the first partner class, the "big ones", moved to the Leo-von-Welden-Mittelschule in Bad Feilnbach. Not all of the children in the initial project went to Bad Feilnbach. One student switched to a grammar school in Traunstein, another student made it to a secondary school. Their places were taken by other children / young people. The project also developed successfully at this school. The experiences are so positive that the second partner class from Rohrdorf, the "little ones", also moved there in the 2013/14 school year, ending the "partner class" project in Rohrdorf. With the school year 2014/15, the first KF class will start vocational training and each of the young people will pursue an individual career. A number of these young people will continue to receive outpatient conductive support as follow-up treatment within the framework of the personal budget.

Conductive promotion and inclusion or individual integration

The aim of the orthopedic function means that the disabled person should be able to actively participate in their environment, be it in the school, professional or family environment. With the ratification of the UN Convention on the Rights of Persons with Disabilities , the Federal Republic of Germany has committed itself to promoting inclusion in all of the areas mentioned. Depending on the respective federal state, school inclusion is promoted at different speeds and is repeatedly the subject of criticism from social organizations.

There is intensive reflection on the role of conductive support in the development of an inclusive society, not least on the basis of positive experiences with partner classes. In March 2012 there was a congress on this topic in Rosenheim with international participation called Pető and Inclusion . In addition to the successful individual integration of a disabled boy at a regular school with a female conductor as school companion, various models of individual integration of disabled children at regular schools were discussed, which receive additional conductive support on two afternoons. One consequence of the realization that inclusion and conductive support are ideal partners is the establishment of a private primary school in the Inn Valley, which started operations in the 2013/14 school year. The elementary school works so successfully with its inclusive concept that the 2015/16 school year is now consistently expanding: in September the middle school starts in the same building, based on the same principles of conductive support as the elementary school and grows from the 5th grade to "high" to two mixed-year middle school classes.

Vocational training for PtK in Germany until 2017

Since the job of a conductor is achieved in several countries through a university or college degree, this is also the aim in Germany. Either in the form of an undergraduate course or as a postgraduate course for teachers or therapists who have already acquired a bachelor's degree , it should be possible to obtain the "Conductor" degree. Within the framework of a Comenius EU project from 1999 to 2001, curriculum modules have already been developed. In a Grundtvig- EU partnership approved in 2010, work is being carried out on the further development of course content. The in-service training to become a pedagogical-therapeutic conductor (PtK) and curative educational support teacher (HFL) and conductive group assistant (KGA) as well as the associated curriculum for various specialist groups from the pedagogical and therapeutic area were developed by a group of experts (Phoenix GmbH Conductive Funding Center of the Pfennigparade Foundation) and recognized by the Bavarian State Ministry for Education and Culture and the Bavarian State Ministry for Labor and Social Affairs, Family and Women , and has been financially supported every three years since then. Specialist competencies from previously separate professional groups are networked in this training and have an integrative effect in constant team groups. The part-time PtK training builds on the basic professions of the participants and links their areas of knowledge and experience. The Pfennigparade Foundation issues a certificate for all participants . The State Ministry for Education and Culture adds a certificate to the certificate of the Pfennigparade Foundation for those participants who meet the requirements, confirming that this further training is equivalent to the state extra-occupational "special educational additional training for staff for curative teaching aid for / to special education teacher according to Art. 60 Para. 2 Clause 1 BayEUG ”. In addition, teachers and special education teachers with this certificate should be given preference in schools for the physically handicapped.

Studied conductive support at the Evangelical University of Applied Sciences in Nuremberg since winter semester 2017

In the 2017/2018 winter semester, the curative education course will be offered for the first time as a basic course at the Evangelical University of Nuremberg. Two priorities will be possible:

  1. Therapeutic diagnostics
  2. Conductive promotion and inclusion (requirement is the pending approval from the Bavarian State Ministry for Education and Culture, Science and Art)

Profile of the degree program - major areas of study are:

  • To analyze theories and research results for curative education, to review them and to look for possibilities for practical transfer
  • Compare theories and practical action and reflect ethically
  • To scientifically evaluate and further develop practical experience
  • To develop competencies in curative education diagnostics and curative educational action concepts
  • Theory and research results on conductive support
  • Practical skills in conductive support
  • Conductive promotion in the inclusive concept
  • To analyze theories and research results on inclusion and to work out practical transfers

European networking

European Conductive Association (ECA)

The ECA was founded in Budapest in 2004 by representatives of national professional associations from Hungary, Austria, Germany, England and Sweden. The organization sees itself as the European umbrella organization of national professional associations . She sits down u. a. for the recognition and establishment of the conductive promotion and the profession of conductors, for the quality assurance of the conductive promotion, as well as for the establishment of a conductor training in the European Union. Another task of the ECA is to support and coordinate the cross-border exchange of information and experience between conductively working institutions, specialists, conductors and those affected. ECA is based in Vienna. The training of European conductors was compared in an EU project between 2000 and 2003 and defined in modules. Another goal of the European association is the initiation of research projects. A research group was founded in Wolverhampton in June 2010 with representatives from many European countries.

International Working Group

On the occasion of the 7th World Congress for Conductive Promotion in Hong Kong in 2010, the International Working Group was founded , in which representatives of the continental associations Europe, Asia, North America and the International Petö Association, Hungary meet on an informal level to discuss continental developments. to network and support each other.

8th World Congress of Conductive Promotion 2013 in Germany

In October 2013 the 8th World Congress on Conductive Promotion took place in Fürstenfeldbruck under the title Rhythm and Balance . The patrons of the international event were Princess Ursula of Bavaria and Peter Maffay .

literature

  • Angelika Baumann: The relationship between physically disabled pedagogy and conductive support in education and upbringing. Oberhausen, 2009. ISBN 978-3-89896-365-7 .
  • Friederike Bock: Conductive promotion. Movement therapy exercise collection. Books on Demand GmbH, 2005. ISBN 3-8334-1770-6 .
  • Margarete Danielczyk: Conductive support for adults. Concept according to András Petö. Munich / Berlin. ISBN 3-7905-0896-9 .
  • Federal Association of Physically and Multiply Disabled People, Specialist Committee for Conductive Promotion, Federal Association for Physically and Multiple Disabled People (Ed.): Integration of conductive support in the rehabilitation and education system for people with disabilities in Germany: Conductive support. Düsseldorf, 2009.
  • Annette Fink: Practice of conductive support according to A. Petö. Munich, 1998. ISBN 3-497-01454-0 .
  • Maria Hári, Julia Horváth, Ildikó Kozma, Márta Kökúti: The Petö system. Principles and practice of conductive promotion. International Petö Institute, Budapest, 1992. ISBN 963-04-2531-9 .
  • T. Horstmann, U. Oskamp, ​​H. Scholz, S. Soltani: Conductive support of preschool children with cerebral movement disorders. Aachen / Mainz, 2001. ISBN 3-7905-0896-9 .
  • Nadine Janousek: The concept of conductive support according to András Petö. Grin-Verlag, 2010. ISBN 978-3-640-66025-4 .
  • Sabine Künzel: The Development and the Current Situation of the Conductive Education System in Israel. Conductive promotion and rehabilitation. Vol. 7. Siegen. 2009
  • Reinhard Lelgemann and Juliane Quandt: The Bavarian outdoor class model as a way of integrating physically and multiply disabled students. Results of the accompaniment of a conductively designed outside class. In: Zeitschrift für Heilpädagogik 6, Munich. 2010, pp. 221-229.
  • Michael Rochel: Medical responsibility for conductive support and rehabilitation. Conductive Promotion and Rehabilitation, Vol. 2, Dortmund, 1998. ISBN 3-8080-0416-9 .
  • Ingeborg Schumann, Holger Clemens: Theoretical foundations of the conductive system. Conductive promotion and rehabilitation. Vol. 3, Dortmund, 1999. ISBN 3-8080-0417-7 .
  • Sandra Schwarzenbacher: Conductive multiple therapeutic support according to Petö and Keil: theory-practice-effectiveness. VDM-Verlag, 2009. ISBN 978-3-639-20661-6 .
  • Katalin Szövö-Dostal: Conductive support and rehabilitation from A to Z for parents, relatives and practitioners. Conductive promotion and rehabilitation. Vol. 5, Dortmund. 2001. ISBN 3-8080-0418-5 .
  • Karin S. Weber u. Rochel, M .: Medical rehabilitation of cerebrally impaired children aged 3 to 7 years through conductive support. Complex and interdisciplinary merging of development, learning and education processes. Research paper. BMA, Bonn 1993.
  • Karin S. Weber: Introduction to the system of conductive support and rehabilitation. Concept - practice - perspective. Conductive promotion and rehabilitation. Vol. 1. Dortmund 1998. ISBN 3-8080-0415-0 .
  • Karin S. Weber (together with Keil, H., Kozma, I., Sutton, A.): Studies and further education for the practice of conductive support in Europe. Experiences - problems - attempted solutions. Conductive promotion and rehabilitation. Vol. 4. Dortmund 1998. ISBN 3-8080-0419-3 .
  • Karin.S. Weber (together with Astrid Kühnke): Conductive early support international. Developments in different countries - a comparison. Conductive Promotion and Rehabilitation, Vol. 6, Dortmund. 2001. ISBN 3-8080-0422-3

Web links

Individual evidence

  1. ↑ Angelika Baumann: The relationship between physically handicapped education and conductive support in education and upbringing. 2009, p. 188.
  2. ^ Maria Hári: The History of Conductive Pedagogy , abridged translation of the Hungarian original from 1977: A konduktív pedagógia története , translation by Anikó Dobslaff, Mpanni-Verlag Internationales Pető Institut Budapest, First published by Trendham Books Limited, German Version in Occasional Papers, Supplement 1, 1997.
  3. ↑ Friederike Bock: Conductive Promotion '. Movement therapy exercise collection. 2005, p. 3
  4. ↑ Reinhard Lelgemann and Juliane Quandt: The Bavarian outdoor class model as a possibility of integrating physically and multiply disabled students. Results of the accompaniment of a conductively designed outside class. In: Zeitschrift für Heilpädagogik 6, 2010, pp. 221–229. Here: p. 222
  5. ↑ Baumann, Angelika: The relationship between physically handicapped education and 'conductive support' in education and upbringing . 2009, p. 196
  6. ^ Website of the Conductive Phoenix School , Munich ( Memento from May 12, 2014 in the Internet Archive ). Retrieved January 17, 2011
  7. ↑ Annette Fink: Practice of 'conductive support' according to A.Petö . 1998, p. 132
  8. ↑ Federal Association for Physically and Multiple Disabled People, Expert Committee for Conductive Promotion (ed.), 2009: Integration of Conductive Promotion in the Rehabilitation and Education System for People with Disabilities in Germany . Address list from p. 41
  9. ↑ Reinhard Lelgemann, Juliane Quandt: The Bavarian outdoor class model as a possibility of integrating physically and multiply disabled students. Results of the accompaniment of a conductively designed outside class. In: Zeitschrift für Heilpädagogik 6, 2010, pp. 221–229. P. 223
  10. ↑ Angelika Baumann: The relationship between physically handicapped education and conductive support in education and upbringing . 2009, p. 497
  11. ↑ Angelika Baumann: The relationship between physically handicapped education and conductive support in education and upbringing . 2009, p. 189
  12. ↑ a b Angelika Baumann: The relationship between physically handicapped pedagogy and conductive support in education and upbringing . 2009, p. 37
  13. ↑ a b Federal Association for People with Disabilities and Multiple Disabilities, Specialized Committee for Conductive Promotion (ed.), 2009: Integration of Conductive Promotion in the Rehabilitation and Education System for People with Disabilities in Germany Conductive promotion. P. 11
  14. ↑ Pető quoted. after Maria Hári: The history of conductive pedagogy , abridged translation of the Hungarian original from 1977, German version in Occasional Papers 1997, p. 33
  15. ↑ a b Angelika Baumann: The relationship between physically handicapped pedagogy and conductive support in education and upbringing . 2009, p. 190
  16. ↑ Annette Fink: Practice of conductive support according to A. Petö . 1998, p. 35
  17. ^ A b Website of the Society for Neuropediatrics, Statements for Doctors : Conductive support according to Petö for children with developmental and cerebral movement disorders. Retrieved June 19, 2010
  18. ↑ Angelika Baumann: The relationship between physically handicapped education and conductive support in education and upbringing . 2009, p. 189. It is doubted whether the work around Lurija and Vygotsky had a direct influence on him, since only Vygotsky has such an early text (1924) that he could have influenced Pető in the development of Conductive Promotion. All other texts appeared only from the beginning of the 50s: M. Danielczyk: Conductive support for adults. Concept according to András Petö. 2003, p. 23
  19. ↑ Angelika Baumann: The relationship between physically handicapped education and conductive support in education and upbringing . 2009, p. 190 and M. Danielczyk: Conductive support for adults. Concept according to András Petö. 2003, p. 21
  20. ↑ Federal association for physically and multiply disabled people, specialist committee for conductive support (ed.): Integration of conductive support in the rehabilitation and education system for people with disabilities in Germany. Conductive promotion. 2009, p. 11 and the website of the Elternverein progress Rosenheim ( memento from January 19, 2009 in the Internet Archive ) Retrieved July 21, 2010
  21. ^ Website of the Society for Neuropediatrics, Statements for Doctors : Conductive promotion according to Petö for children with developmental and cerebral movement disorders . Retrieved on July 19, 2010 and M. Danielczyk: Conductive support for adults. Concept according to András Petö. 2003, p. 51
  22. ^ Website of the parents' association Progress Rosenheim . Retrieved June 11, 2016
  23. ↑ Federal Association for Physically and Multiple Disabled People, Technical Committee Conductive Promotion: The Conductive Promotion. An information brochure for parents and relatives of children, adolescents and adults with physical and multiple disabilities. 2010, p. 8
  24. ↑ cit. according to M. Danielczyk: Conductive support in adults. Concept according to András Petö. 2003, p. 46
  25. ↑ Federal Association for Physically and Multiple Disabled People, Specialized Committee for Conductive Promotion (Ed.): Integration of Conductive Promotion in the Rehabilitation and Education System for People with Disabilities in Germany. Conductive promotion. 2009, p. 13
  26. ↑ Az. B1 KR 34/01 R
  27. ^ Website of the Federal Joint Committee. (PDF; 1.7 MB) Retrieved February 20, 2011
  28. ↑ BSG September 29, 2009 - B 8 SO 19/08 R, judgment of February 1, 2010. Accessed on October 23, 2009
  29. ^ Website of the State Institute for School Quality and Educational Research, Munich. Retrieved June 13, 2016
  30. ↑ Angelika Baumann: The relationship between physically handicapped education and conductive support in education and upbringing . 2009, p. 381
  31. ↑ Schmidt / Oerter: Research report on conductive support 1996 to 2000 ( Memento from March 11, 2014 in the Internet Archive ), accessed on March 11, 2014
  32. ↑ Angelika Baumann: The relationship between physically handicapped education and conductive support in education and upbringing . 2009, p. 370
  33. ↑ Karin S. Weber / M. Rochel, 1992: Medical rehabilitation of cerebrally damaged children aged 3 to 7 years through conductive support. In: Federal Ministry for Labor and Social Affairs (1992), Ed .: Research report 224, Bonn; R. Blank / H. Voss (Hrgr): Conductive support according to Petö: Evaluation of an everyday and task-oriented therapy for children with cerebral palsy in kindergarten and preschool age. 1992
  34. ^ Website of the Julius Maximilians University, Chair for Special Education. (PDF; 831 kB) Accessed February 10, 2011
  35. ^ Website Verein progress Rosenheim eV. Accessed on December 5, 2012
  36. ↑ site club FortSchritt Rosenheim eV Retrieved on December 5, 2012
  37. ↑ Social Association Germany (PDF; 125 kB) Retrieved on December 5, 2012
  38. ^ Website of the Petö and Inclusion Congress as of December 2012
  39. ↑ Film: Petö happiness for people. Retrieved June 11, 2016.
  40. ^ Website of the private primary school in Oberaudorf Inntal. Retrieved December 5, 2012.
  41. ↑ Angelika Baumann: The relationship between physically handicapped education and conductive support in education and upbringing . 2009, p. 432 ff.
  42. ↑ Federal Association of Conductive Promotion according to Petö: Studium , accessed on January 5, 2018
  43. ^ Protestant University of Applied Sciences Nuremberg: Bachelor Curative Education , accessed on January 5, 2018.
  44. ^ Website of female conductors working in Germany. Retrieved June 12, 2016
  45. ^ Website of the Phoenix Conductive School, Munich. (PDF; 105 kB) Accessed June 12, 2016.
  46. ^ Website of the ECA. Retrieved February 20, 2011