New Zealand

New Conductive Education centre on the cards for New Zealand

A friend has forwarded a Google news alert to me about a new initiative for Conductive Education in New Zealand. Craig Nielsen, parent of a child with cerebral palsy hopes to establish a new centre at Taranaki, a region in the North West of North Island.

He says:

“We want to establish a centre or a facility that can deal with children from birth or a young age through to include their school age,” he said.

There are currently three families travelling to Hamilton. “We know of, through our research, between six and 12 that could use a centre here. That’s why we want to try and find others in the community that we don’t know of.”

I wish the best of luck to all concerned.

Libraries, what are they for?

 Ever since I was a child I have used libraries for pleasure and information. Most people of my age that I know do the same. But how many other people actually know what they are for, and use them for this? Even students seem to struggle at times.

  • Libraries are depositories of information which is organised and arranged to make retrieval as easy and quick as possible.
  • Their contents are listed in a catalogue which can be searched to indicate whether and where information is stored.
  • Librarians are professional people trained in organising such information, helping users find what they want and establishing the location of such material in their own library – or elsewhere.

This is put beautifully in this excerpt from Libraries are Essential:

 There is much more to doing real research than typing a few words into a search engine such as Google. Librarians are trained to do high-level research, which supports scientists, doctors, lawyers, professors, writers, government officials, and other important professionals every single day. Without the aide of librarians, all of these people would be making decisions without having all of the relevant knowledge they need on their topics.

Conductive Education libraries

 Libraries and librarians may seem an easy target when financial cuts are to be made, which means that valuable resources are not being exploited to the full. Conductive Education publications are limited in number and new, accurate material can be hard to find. Five years ago the Foundation for Conductive Education decided that it could no longer prioritise the expertise of a professional librarian for its library and recently the Pető Institute lost its librarian (I do not know whether a replacement has yet been appointed. Would not this be public information deserving of prioritisation?). Who is maintaining and developing these libraries now?

 I do not know.

SAHK in Hong Kong has a library but I do not think it is open access as the others are. A few years ago a ‘mobile’ library was established to be used by all the conductors and centres in New Zealand. Again I do not know if that is still a going concern.

As far as I know there are no other collections of any size other than personal ones.

The Virtual Library of Conductive Education

 In 2009 I started collecting information on items on the Internet and catalogued the details in the Virtual Library catalogue. This now  has a new format and an updated help page.Yesterday I spent time entering further details of material available on line into this catalogue.

I will post occasional lists of yet more items added here on this blog.

Other sources of information

Information about Conductive Education is now accessible via e-conduction’s website which acts as a knowledge portal leading people to blogs, books, unpublished material, and conductors’ workplaces:

Previous postings on libraries and information:





Conductive Education Newsletters

Every now and again I get sent the latest newsletter from a CE organisation which helps keep me up to date.

I had one from the New Zealand Foundation for Conductive Education recently and as always this was full of information about developments in New Zealand. This can be seen at

A few days ago I received the latest newsletter from ACENA  and this can be found at–Winter-2014.html?soid=1115767549498&aid=tybPmT-7f4o

The format of this has been updated  and includes  an overview of training courses in Conductive Education, report on the World Congress and a report on the status of Conductive Education in North America.

Access to all previous newsletters is also available.

If you produce a newsletter, please do let me know and send me a copy and then I post an up to date list here on the blog..


News from New Zealand

The latest newsletter, March 2012,  from the New Zealand Foundation for Conductive Education is now up on their website and also on

As usual it contains information about the Foundation’s activities, reports from the CE centres and what is going on on Conductive Education. It is good to see that conductors are very involved in the running of the organisation as well as doing their ‘day jobs’ .
Also included is information about the CE Awareness Week due to start on 21st May.  I wish them good luck!

Conductive Education in New Zealand

I received a Google Alert this morning providing a link to a short film on YouTube about Conductive Education. The strange thing was not the amount of time it took to download, but the fact that this film was shown under the banner of Parkinson’s disease and, expecting to see a piece about adults with Parkinson’s, I discovered it was about Conductive Education for children with cerebral palsy.
After watching several parents talk about the effects on their children with no mention of the centre they were attending, I managed to establish that this film had been shown on TVOne in New Zealand. Still, no mention of the centre!
The parents’ expressed views similar to others all over the world and were generally pleased to have found a system to help their children and families.

Good news and bad news from New Zealand

There has been an announcement that the New Zealand government has done a U-turn on their decision to cut funding for specialist units in schools. This has now been reinstated for all those children currently receiving help, but unfortunately, those new pupils coming in to the schools will not be eligible. 

For further details see

More information on New Zealand

Following on from my previous posting, there is a detailed note of the situation in New Zealand in the NZ Foundation for Conductive Education Newsletter which has just been published on their website.
The newsletter also contains interesting reports on what is happening in the various centres and units plus plans for the future.

Update on situation in New Zealand

I have had an update on the situation in New Zealand which was a little unclear from reading the newspaper reports. Apparently it is not as bad as first thought. I have received the following explanation of the situation and it is reproduced here with kind permission from Dave Ching:

The recent government budget included cutting a therapy entitlement for all school facilities catering for the physically disabled including the 3 Conductive Education facilities based in primary schools in NZ. …..not all of the funding, just some. This was a funding allocation that was given in 2001 on a transitional basis for a three year period while a major research was to be carried out to ascertain the level of funding support that was necessary to support profoundly disabled students in school facilities that cater for the such students. The major research project on behalf of the Ministry of Education was carried out by Cath Wylie and became known as the Wylie Report (Wylie, 2000). This was released in August 2000 and in October 2000 the decision was announced by the MOE in October of that year and implemented from the start of 2001. The particular recommendation from that Wylie Report that resulted in this therapy entitlement is quoted below:


“I recommend the creation of a top-up funding pool for the next three years, to provide security for planning and employment. This pool is likely to cost between $1.5 to 2 million per annum. Funding should be given on the basis that the schools will contribute to a shared data base of case studies to develop a clearer understanding of the outcomes and costs of reasonable provision for different students, so that sound decisions can be made after the three year period.” 

Note the reference to the suggested collection of case studies to establish criteria on which those sound decisions would be based. That data was collected over the 3 years and a report compiled. The report did not include outcomes… was obviously up to the MOE to create those outcomes from the data and put in place some long term entitlements. However the Ministry never came to any conclusions and the entitlement was rolled over each year until the present ……when it is to be scrapped from the beginning of next year. This funding was given as an entitlement to employ therapists (Occupational, Physio & speech) in 26 facilities through NZ. In the case of the 3 Conductive Education school facilities this therapy entitlement was cashed up and the money used to employ the conductors. The government made a commitment that at the end of the 3 year period, outcomes and long term decisions would be made as to the funding levels these facilities would attract. This commitment was never honoured and at the end of this 3 year period, the therapy entitlement was “rolled over” each year through to the present day. This promised research was never acted on, nor did any outcomes result. With a new government being elected they have just cut that funding entitlement in the budget.

 I stress that this only effects 3 of our 10 units.

 Meetings are being held with Ministry of Education officials and Government Ministers in the hope of getting the decision reversed. If that cannot happen it is intended to try to find alternative funding for those 3 facilities. The units will not close. To keep the conductors it may mean less teachers for example.


The August newsletter of the New Zealand Foundation to be sent out next week will give a clearer background to the issue. Since receiving the above I have been told that one unit at Naenae Primary School in Lower Hutt is now is covered for next year, they have found a way of filling the gaps.

Wylie, C. (2000) Picking up the pieces. Review of special education 2000. Wellington: Ministry of Education.

A truly ‘conductive’ library

I have just received the latest issue of the New Zealand Foundation for Conductive Education Newsletter which contains items, amongst other things, on the 2009 AGM and Conductors’ seminar, the Awareness Week 2009 at the end of May, production of a new DVD and a mini report from the New Zealand Conductors Association (NZCA). They seem to be very organised and working together well, so there is quite a lot happening.One section particularly caught my attention in the NZCA report:

The conductors are gradually building up an array of resources for NZCA members. The ‘library database’ is now available to conductors. This lists books, journals, CD-ROMs, DVDs and other teaching resources which are relevant to our profession and practice and which conductors can borrow from each other. This database will be an ever growing list of literature and will be updated once a year.


What a wonderful arrangement: making items acccessible to all, no central storage, flexibility and above all, sharing information and costs. I would like to know more about this and have asked if they would keep me in their loop.

Are there any other co-operative schemes like this in Conductive Education? I do not know of any, but if you do, please let me know.

Why is it ‘conductive’? Because it takes things that are separate and brings them together in a single whole