Success Stories

KINROSS: Linda and Jeremy Pierce, and son Harrison

Linda and Jeremy Pierce’s little boy, Harrison, born November 2004, has attended Conductive Education at Carson Street School since 2007. They feel very fortunate that he has a place in the program, as they both know that there are many people who would love to have the opportunity for their child to attend.

“My two year old daughter and I spend 3 ½ hours a day in the car, 5 days a week, transporting Harrison to and from Conductive Education, but it’s worth it – we simply cannot do without this program. CE is critical to our son’s progression,” said mum, Linda.

“Before discovering Conductive Education, we felt that we were feeling our way in the dark when it came to assisting Harrison in his development. Children like Harrison just do not have the capacity to develop unassisted as most children do. Although we were linked in with an allocated service provider (DSC), we felt that the assistance we were receiving from them was relatively unsuccessful, for a whole host of reasons, namely because of the limited availability of the therapists on the DSC therapy teams.

“The amazing CE team at the School has provided us with practical guidance that really works. Attending the CE program ensures that we, and the many other parents of children with similar disabilities, are in an environment where we feel supported by facilitators who truly believe in our son’s ability. You cannot imagine how much this means to people in our situation!”

Since commencing the Conductive Education program, Harrison’s parents have seen a remarkable difference in their son’s development. Harrison is more tolerant of being in a group environment and is more engaged with his immediate environment, both of which are essential to his progress. He has shown great improvement in his walking with assistance, with his self feeding and he is much more vocal.

“However, we feel that the greatest thing that we, as parents, get from Conductive Education is the practical skills that we learn and can then apply to Harrison’s everyday life. Those most basic of skills, such as learning to sit up, roll over, crawl and ask for food or drink, are skills that most people take for granted. Yet these are the very things that Harrison cannot learn without assistance.

Linda and Jeremy speak as parents of Harrison specifically, but with a common message that CE families would all agree to: “Conductive Education and the early learning programs have made and continue to make a huge difference in all our lives.”

KENSINGTON: Rachel and Aaron McMurray, and son, Solomon Solomon McMurray was born in August 2003 and at the age of 4 months was diagnosed with possible Cerebral Palsy (CP). Consequent investigations have ruled out orthodox CP and the condition remains undiagnosed. He is unable to sit unaided, cannot speak and has limited motor skills.

The situation prior to commencing Conductive Education (CE) in the early intervention program in 2005 appeared hopeless for his parents, Aaron and Rachel. When Sol commenced the early intervention CE program at the age of 3, CE made a quick and noticeable impact according to family and friends.

“It was the most fantastic development we had seen and our friends and family remarked on the massive improvements in both Sol’s engagement and his ability to communicate with those around him,” said Sol’s dad, Aaron.

“We are total advocates of the CE program and without deliberately trying to sound dramatic – could not imagine a program that would be appropriate or could help our son the way CE has and we continues to do.”

Sol commenced full time Year 1 in 2009 for the CE program where he is able to participate in a full range of activates, such as gardening, swimming, excursions that are supported by the CE philosophy in terms of routine and semi-aided physical assistance which provides these kids with the challenge to balance themselves with enough assistance to participate and complete tasks – but not enough assistance to make them fully reliant on “aids” that will stop them from helping themselves develop.

The program is aimed at helping kids to develop the skills necessary to experience greater levels of independence and success in everyday life. Specialist teachers – who can only obtain “Conductor” qualifications overseas – assist children to develop fundamental skills such as sitting, walking, communicating and self care.

Using day to day activities, children are motivated to engage, both mentally and physically, with their immediate environment. Motor and cognitive skills, such as rolling to grab a toy, walking to the toilet, or grasping a spoon to eat, develop within this framework.

CE produces fantastic results where more traditional learning systems have been unsuccessful.

SCARBOROUGH: Mike and Lee-Anne Blair, and daughter, Asialee

Lee-Anne’s daughter, Asialee, born July 2005, is just one of the many children attending specialised CE programs run onsite at Carson Street Primary in East Victoria Park, the only provider of CE services in an educational setting in WA.

When Asialee, who has cerebral palsy, started CE at 18 months (2007), she was unable to hold her head up, swallow, sit or communicate.

“The results astounded us. Within 6 weeks she was holding her head up and she has since learned to indicate yes and no by nodding and shaking her head. She can now reach for objects and grasp them to play, and presses switch operated devices such as toys, communication devices and computers,” said her mum, Lee-Anne.

“Her continuous progress provides her with the skills to have a life of access and inclusion.”

KENSINGTON: Natasha and Steve Russell, and son Nathan

Nathan, who has considerable physical and intellectual impairment, has attended the CE program since he was 2, starting in early intervention, and this year (2010) is fortunate enough to be part of the pre-primary group.

“As a family we have all learnt so much and we consider that this is the best method to assist Nathan’s development and are therefore very concerned that he might lose access to this wonderful program.

“The CE approach physically challenges Nathan, which has resulted in much improved head control, strength and balance to sit independently for short periods of time holding a grasp bar. His visual attentiveness, interaction in his environment and awareness has been greatly improved through involvement in conductive education,” said his mum, Natasha.

Throughout the family’s involvement with CE there has been constant pressure on the program’s resources and its ability to continue to run, with one of the major threats being the shortage of specialist teacher-conductors which has reduced the hours offered to Nathan throughout the last couple of years.

“As parents we feel privileged to have been involved and very proud of Nathan’s achievements and feel alarmed that other children in need are missing out now, and that in the future Nathan could miss out,” Natasha said.

INGLEWOOD: Janet and Tim, and daughter Violet Stephenson

Violet, who has considerable physical impairment, has attended the CE program since she was 2, starting early intervention in 2007, and this year has been fortunate enough to be part of the pre-primary split Year One group.

Her mum said that before Violet started her first CE program she was constantly crying, didn’t trust new people at all and was very apprehensive.

“Violet couldn’t hold her head up, she couldn’t grasp any toys and she couldn’t communicate. Thanks to Conductive Education programs, Violet has turned into a confident student who can communicate, is interested in learning and actually likes meeting new people,” said her mum, Janet.

“My girl is an intelligent human being who just can’t get her body to move like everyone else. Violet needs CE in a school environment so she can learn the school curriculum, but also learn and practice self feeding, walking and other life skills.

“Our children are dependent on a parent to experience their environment, whereas other children run around getting into everywhere and everything, exploring and learning independently. Most children with physical disabilities do not get an opportunity to interact with other children their age and that is why CE based in a school is such a vibrant and necessary experience and benefits the whole family,” Janet said.

MELVILLE: Lydia and Russell,
and son Evan Gallant-Harvey

Evan is affected by cerebral palsy – brain damage – as a result of sickness (meningococcal septicemia) at the age of 7 months. He has attended the CE program since he was 2, starting in early intervention and this year (2010) is fortunate to be part of the pre-primary group.

Parents Russell and Lydia both said that their son had improved in his mobility and vision control immensely since starting CE. They also mentioned that the general public needs to understand that with a child who has no mobility control or spoken language, any improvement is a milestone.

“Without the dedication and commitment from the Conductive Education teacher-conductors and education assistants at Carson Street Primary Evan would not be where he is now,” said his dad, Russell.

“The future cost as a result of doing nothing now must be far greater than giving our kids every opportunity to develop themselves into individuals. The Department of Education must understand the need of urgency for funding and recruitment of staff to continue the existing CE program for the benefit of our kids,” Russell said.

“The contribution that the CE program has made to Evan’s progress is immeasurable. Without the program, Evan’s ability to swallow for eating, vocalise for communication, observe, move deliberately and even pat the cat would be highly limited.”

The hope is that continued Conductive Education will result in Evan’s increased independence and improved quality of life; and this rolls-out to all of his family – including a better and more interactive shared childhood for him with his older brother and younger sister.

WANNEROO: Laurenne and Stuart Jenner, and daughter Aliyah

When Aliyah, who has cerebral palsy, started Conductive Education (CE) at 18 months she was unable to hold her head up, feed orally or move independently.

“The results surprised us. Within the first 3 months she began to gain head control, make eye contact and grasp toys. The most exciting aspect at the time was that she began to feed orally, and within 6 months we were able to throw away the naso-gastric feeding tube as Aliyah was able to eat and drink,” said her mum, Laurenne.

“Three years on Aliyah is able to roll, sit and walk with assistance and communicate sentences through the use of a special PODD communication book.

“Her continuous progress has given us hope of a more normal life for Aliyah and has allowed her to communicate basic needs, which will in turn lead on to a life of better access and inclusion within the community .”

CHURCHLANDS: Dean Hodgson and son, Lachlan

Lachlan was born premature however, unlike many children receiving Conductive Education, had no underlying condition. He does not have Cerebral Palsy or Angelman Syndrome. He is developmentally delayed but is improving all the time. CE taught him to walk, eat and write. They (CE teacher-conductors) also got him talking; they dramatically improved his fine and gross motor skills.

Lachlan attended CE at Carson Street School a couple of days a week and is now mainstreamed. While at Carson Street he received the award for communication.

I am a teacher with the Education Department and have been very impressed with the CE teacher-conductors. They are actually level 3 teachers, a position I hope to aspire to – a position they received on Merit after only a short time. I have been teaching 20 years this year.

Our family was also in the media a couple of years back. Our daughter Ella had a liver transplant and ran the story. Lachie received some coverage because he had his own problems. They showed Lachie walking with a frame and being fed through a PEG (a portal to his stomach via syringe).

Lachie’s story may be different but may also give the story a different slant: that CE is for children who are in need of help, rather than kids with specific disabilities.

Conductive Education helped turn our son’s life around. Lachlan just celebrated his 8th birthday and he is coming along well. He is writing and reading as well as running and playing Auskick. He loves sport and would play it all day long if he could find someone to play with.

Lachlan attends Holy Rosary Primary School where he spends half a day in the ed support centre and half time in the classroom. Lachlan’s class recently performed in a school dance recital and we were thrilled as he danced for three minutes without any help from his aide.

The perspectives of parents reflected here are personal and specific to each family, and child’s, experience with Conductive Education.

Opinions represented are not necessarily those of everyone, or those of Conductive Education Centre of Western Australia (CECWA).

Our families are happy to share their stories and you are invited to request contact details for anyone or all by emailing CECWA president at president@conductiveedwa.com.au