Message form the Scientific Committee

In the last Congress the plenary discussions were very well received. This time the Scientific Committee has decided to offer more of this form.

On behalf of the Scientific Committee we would like to invite all professionals listed in OPEN DISCUSSION TABLES I-II-III-IV (next page) to take part in the preparatory work for the best possible introduction of the topic.

The recommended procedure is to begin and maintain contact with the moderators, with each other, define and share the way for explanation between each other by the shortest, well focused matter for the benefit of the audience. A letter addressed to all members will include the recommended thoughts to be discussed and the e-mail address of each participant.

To avoid a waste of time at the congress and to secure the most valuable interaction, we think it is a good choice to have a “voice of the audience” role. Persons in this role should be moving and talking, asking and answering at the same time, leading the problem to one or two persons at the table. They are meant to be skilled professionals interacting continuously.

The duration of an OPEN DISCUSSION TABLE can hardly be longer than 70-90 minutes. The best speaking person is able to communicate verbally about 180 characters in 3 minutes (including spaces, Hungarian, but English?). Let’s talk with clear sense – without repeating each other.

 

OPEN DISCUSSION TABLE I (24th May 2020) (80’)

ON THE CONVENTIONAL/CLASSICAL FORM OF CONDUCTOR TRAINING;

The Transmission of Knowledge

International activities of the András Pető Faculty of Semmelweis University

 

Moderators: Andrea Zsebe & Éva Feketéné Szabó

Voice of the audience: Ildikó Pásztorné Tass & László Matos

 

  • Adrienn DEÁK
  • Éva FEKETÉNÉ SZABÓ
  • Renáta FÖLDESI
  • Júlia HORVÁTH
  • Zsófia HORVÁTHNÉ KÁLLAY
  • Anna KELEMEN
  • László MATOS
  • Ildikó PÁSZTORNÉ TASS
  • Andrea TENKNÉ ZSEBE
  • Ibolya TÚRI

Suggested topics (Horváth – Szabó)

„Lege artis educationes conductivae”

(Kozma, I. The basic principles and present practice of conductive education.

Eur J Spec Need Ed 1995; 10 (2):111-123)

  • Pre-historic – direct teaching in personal contact (each by each or in small group)
  • Short history – Relevant milestones (or landmarks) of the development to the classical conductor training
  • The accredited curriculum to be established BA level college (from – to)
  • News on the classical training (conductor, conductor+)

–       B.Sc.-       special training-       disease-specific conductor training-       how to teach what needs to be done and how to achieve goals-       whether there is a summary, obligatory and recommended checklist on facilitation systems – which can be learned by disease

  • MA level training
  • The milder and more serious problems and deficiencies of the training (duration, practice vs theory, competence of conductor, the need for postgraduate curriculum, etc.)

–       Basic training general vs special training-       Age-specific conductor training (kindergarten and school age, adolescence and adult age)-       Symptom and/or disease-specific facilitation systems-       Aptitude vs professionalism

 

OPEN DISCUSSION TABLE II (24th May 2020) (80’)

CONDUCTOR TRAINING VARIATIONS WITH OR WITHOUT HUNGARIAN COOPERATION

Moderators: Mel Brown & Andrea Benyovszky

Voice of the audience: Zsófia Nádasi & Eszter Daróczy

 

  • UNITED KINGDOMvia NICE – Then and Now (Wolverhampton, NICE) – Melanie Brown, Theresa Kinnersley, Elizabeth Rowley
  • ISRAEL – Rony Schenker , Anna Klein
  • USA – MICHIGAN, Aquinas College, Grand Rapids – Andrea Benyovszky
  • VIENNA – Bettina Tautscher-Fak
  • BELGIUM – Initiation à l’Education Conductive – Jennifer Moreau
  • USA – ILLINOIS – Roberta O’Shea, Patricia Herbst
  • AUSTRALIA – Claire Cotter (Cerebral Palsy Education Centre, Aquinas College, Melbourne)
  • NORWAY – Eszter Daróczy
  • GERMANY – Kristina Desits
  • Beate Höß-Zenker; Wolfgang Vogt
  • HONG KONG, CHINA – Ivan Su
  • TRANSSYLVANIA, VOJVODINA – László Matos

Suggested topics (by Mel Brown)

  • from – to and now
  • the volume of the training
  • the character of the training (BA? or lower)
  • number of the trained(discharge number and follow up of the trained persons up to Dec. 2019)
  • What skills do conductors need within their country that may differ from the original Hungarian training?
  • What types of environments do conductors work in and how has this impacted on training?
  • What ‘value’ does conductor training have in their country? How transferable is the qualification to other settings?
  • How have they constructed the course and how does this differ from the more ‘traditional’ conductor training? What national regulations do they have to take care of when developing a training course?
  • How have they managed to merge theory and practice within their national context?
  • Are there challenges recruiting to a ‘small’ profession? If yes, how are these overcome?
  • What future challenges do they see for the conductor profession with regards to training of new professionals?
  • How are the courses/ students funded?

 

OPEN DISCUSSION TABLE III (25th May 2020) (100’)

CLASSICAL & NON-TRADITIONAL, MOST MODERN FORMS & TOOLS OF FACILITATION

ARTS & SPORTS, FREE TIME ACTIVITIES IN CONDUCTIVE EDUCATION

 

Moderators: Ibolya Túri & Eszter Tóthné Horváth

Voice of the audience: Anna Klein & Renáta Földesi

 

  • Andrea BENYOVSZKY
  • Éva ECKHARDT
  • Éva FEKETÉNÉ SZABÓ
  • Renáta FÖLDESI
  • Patricia HERBST
  • Beate HÖß-ZENKER
  • Anna KLEIN
  • Ildikó PÁSZTORNÉ TASS
  • Zsuzsanna SÁRINGERNÉ SZILÁRD
  • Eszter TÓTHNÉ HORVÁTH
  • Ibolya TÚRI
  • Zsuzsanna VADÁSZ

Suggested topics:

András Pető summarized Cond Ed:

What is the role of unusual tools/processes in conductive education?

Opportunities for wider forms of the facilitation system, enrichment facilitation’s system (recruitment of other professions, sport and arts procedures, tools)

How far or wide is the use of various tools and high tech devices in conductive education (e.g. talking machines, handwriting or replacement tools etc.)?

Topicality and pressure of research for tools and methods of tele-conductive education (similarities and differences to telemedicine)

https://en.wikipedia.org/wiki/Telemedicine#Store_and_forward

 

OPEN DISCUSSION TABLE IV (26th May 2020) (80’)

CONDUCTIVE EDUCATION/CONDUCTIVE DEVELOPMENT IN ADOLESCENT/ADULT AGE

TRANSITION TO ADULTHOOD WITH CP – PAIN IN CP

 

Moderators: Roberta O’Shea & Ildikó Pásztorné Tass

Voice of the Audience: Ivan Su & László Szögeczki

  • Katalin BIRINYI
  • Mel BROWN
  • Gábor BORICS
  • Erika KOLUMBÁN
  • Lars MULLBACK
  • Zsófia NÁDASI
  • Roberta O’SHEA
  • Brent PAGE
  • Ildikó PÁSZTORNÉ TASS
  • Ivan SU
  • László SZÖGECZKI

 

Suggested topics:

From personal to professional experience

Ideas and CE experiences among adolescents with cerebral palsy

Ideas and CE experiences among adults with cerebral palsy

The role of CE for the parkinsonian population

About pain

(Erika KOLUMBÁN – Tudomány és Hivatás; pp: 33-40)

https://issuu.com/petoandrasfoiskola/docs/tudom__ny___s_hivat__s_3