What is Curative pedagogy?
For a long time in pedagogy there was the belief that the recovery of children with special needs is a task that belongs exclusively to specialists, but one gradually came to understand that teachers and family members may contribute to the recovery, they may be part of the therapeutic team and may take over some of the tasks, continuing thus the recovery act at home or during the daily activities. It was believed that in recovery everything is about strictly specialized work, but it was later proven that recovery represents an art in which knowledge, devotion, passion and patience are tightly intermingled with the love for child, with preservation, stimulation and building of affective connections between the therapist, educator, deficient child and his/her family.
The purpose of curative pedagogy is to provide children with special educational needs the chance to open up and develop their own potential, to support social integration, to help them love with dignity. Its program is based on acknowledging the fact that no individual is affected in his spiritual essence, and deficiency, disability and delay in development affect merely the bodily instrument.
The curative pedagogy founded by Rudolf Steiner suggests a new manner of educating, offered to children with special educational needs, whose physical and psychical health issues cannot be solved through regular educational forms. The task of curative pedagogy resides in a competent accompanying of the child’s or disabled adult’s development process, the action directions aiming not necessarily the diagnosis of deficiencies, in the spirit of defectology, as the discovery of latent resources, their activation and stimulation with proper means.