András Peto 1893 was born in Szmbathely, western Hungary. He is a brilliant senior scholar. 19 1 1 year, Peto studied in the medical department of WEIN University and worked as a doctor after graduation. 192 1 year engaged in rehabilitation medicine research and work. Plastic surgery, physical therapy, dietotherapy and recuperation therapy were studied clinically. Because of his achievements in the field of rehabilitation medicine, he used to be the director of Hungarian national sanatorium, the director of physiotherapy research institute and the editor-in-chief of Biotherapy magazine. 1922 In an Australian hospital, Petu met a child who was born with dysfunction. He witnessed the pain and heavy burden that disability brought to children and decided to create a new rehabilitation therapy. At the beginning of the 20th century, World War I broke out, bringing a large number of wounded people. In order to solve a series of sequelae caused by injuries, robert jones, a famous British orthopedic expert, first gave vocational training to the wounded. This new discovery is the embryonic form of modern rehabilitation, which has brought some enlightenment to Peto.

During the Second World War, a large number of medical workers began to explore rehabilitation medicine, such as winthrop Phelps, Temple Van, Karel Bobath, etc. Peto also began to brew new rehabilitation methods. He got inspiration from some famous disabled people who struggled with diseases at that time, such as writer and educator Hailin Keira (1880~ 196 1). He lost his hearing and vision because of encephalitis, but he still studied a foreign language with tenacious perseverance and published many books. Pardew (1887 ~1961) lost an arm in the war and made himself an excellent violinist through hard work. The success of these disabled people proves that despite their poor physical conditions, they can still achieve disability through learning. In other words, people with functional disabilities can acquire appropriate functions through learning. In the process of learning, in addition to the efforts of the disabled, other people's help is needed. Through the guidance, induction and education of others, the dysfunction can be improved, which is the theoretical basis of the new method of guided education that Peto thinks.

After World War II, rehabilitation workers in Hungary were treated by various professionals for patients with functional disorders, such as motor, language and mental retardation. Professor Peto believes that there are many imperfections, and he is determined to practice his own theory of guiding education and conduct research on guiding education. He and four colleagues gave 14 disabled children collective guidance comprehensive rehabilitation treatment (this is the most accurate summary of Peto method). Two years later, the effect is remarkable. Among 14 disabled children who were initially considered impossible to recover, several returned to society and went to primary school. From 65438 to 0948, the pediatrician investigation team appraised the treatment results, the Hungarian authorities approved Professor Peto's treatment method, and the civil affairs department and the Ministry of Higher Education began to pay research funds. 1950 The Institute of Guidance Education was established in Budapest, which can accommodate 80 children. 1965 set up a two-year short-term university to train tour guides, 1968 began to transform into a four-year university.

In the process of treating motor dysfunction of adults and children in Budapest, Peto gradually developed and perfected his own views. He believes that motor dysfunction does not mean that there is a problem with body control and balance. People with dyskinesia can solve the problem of free movement in daily life through more effective methods, thus improving their self-confidence and independent consciousness. Peto put forward that the control training of exercise and balance ability is essentially an educational problem, not a medical problem, and expressed his views in English and German at 1960 to 1970. However, due to the influence of the "cold war" between the East and the West, his views have not been widely spread. Until Peto died in 1967, his student Mária Hári further developed and popularized the guided educational therapy. In 1970s and 1980s, Peto's guided education method developed rapidly all over the world. 1988, in order to establish an international Peto research institute, the Hungarian government took the lead in establishing the Petoadolacu consortium, and established a specialized international academic institution, the International Association for Guidance and Treatment of Children with Cerebral Palsy, which holds academic seminars every two to three years.

The establishment of the International Peto Law Association has greatly promoted the development of instructional education and treatment. Guiding educational therapy has been adopted by most countries. In Europe, Japanese, Canadian, Israeli, China and other countries and regions, guided educational therapy has become the mainstream in the treatment of children's dyskinesia. Especially in Britain, guided educational therapy has been widely developed. There are 49 Peto centers and parent schools in London. 1995 The National Institute for Guided Education (NICE) was established, which can independently train guides to conduct research and promotion of guided educational therapy. The United States, Brazil and China have all applied guided educational therapy, and even Malta and New Zealand have introduced the guiding educational principle of rehabilitation training. In recent years, the International Peto Law Association has established the Internet of Guided Education System, aiming at promoting the application of guided education as soon as possible, so that people with severe functional disabilities who cannot receive education in specialized institutions can receive the guidance of guided education methods at home or not far from home as much as possible.

In Japan, the social welfare association headed by Masayoshi Murai, M.D., first introduced guided education to Japan, which translated as "group guided therapy". After more than ten years' efforts, four "わらしバ" parks have been established in Osaka, Hokkaido and other places, and the guided education has been applied to the rehabilitation education of children with cerebral palsy and children with sequelae of adult cerebrovascular disease, and gratifying results have been achieved.

198 1 year, China and Hongkong began to introduce learning guidance education into disabled children's centers, and promoted it by group experiments. According to the principle of guiding education, the Yaoneng Association of Hong Kong has developed a "whole person" service model to plan and design its service procedures, which has been implemented in its special child care centers, school sheltered workshops and dormitories. Through more than ten years of practice, this "all-round" service model has achieved good results, which has aroused great interest from other institutions in the guidance education system for poor students, and has been gradually popularized and developed. Professor Li Shuchun, known as "the father of cerebral palsy in China", took the lead in introducing the guided education method from Japan in 1986. Subsequently, guided education was introduced to treat children with cerebral palsy, and the application research of guided education in family rehabilitation and the research of combining guided education with traditional exercise therapy in China achieved good results. In recent years, with the promotion of China Disabled Persons' Federation, disabled persons' federations around the country have vigorously promoted the guidance and education law for children with cerebral palsy. It has promoted the application of guided education in the training of children with cerebral palsy and made great progress.

At present, Peto wool has been fully developed and many treatments have been carried out, such as hydrotherapy and horse riding training. Especially in Japan, it is very popular to introduce horse riding training into Peto wool. Riding training can stimulate children's interest, correct hip pronation deformity, train sitting posture and balance, and more importantly, through a series of sports training such as riding, feeding horses and cleaning stables. By riding horses, children can improve their self-confidence and self-reliance. Based on the relationship between man and horse when riding, inducing and completing a series of exercises can promote the interpersonal communication, language understanding and learning ability of children with mental retardation and learning disabilities. When riding a horse, you must keep your pelvis tilted in order to sit still, which can reflexively suppress tension and maintain normal exercise. Regular riding can obviously reduce the spasticity of hand muscles in the inner thigh, improve the coordination ability of hand and eye, and automatically obtain balance reaction and upright reaction. At present, Britain, Hungary and other countries have adopted the mode of combining guiding education with cultural lessons in the national compulsory education syllabus of kindergartens, primary schools and middle schools, which has caused widespread concern in the world.