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• Az iskolai szegregáció szerepe a hátrányos helyzetű gyermekek és fiatalok lemaradásában

  67-88

  Ildikó Bihari

  Views:

  1753

  Experts have long studied the relationship between school segregation and unequal opportunity for students from disadvantaged backgrounds. Drawing on academic literature, research and statistical data, this paper examines the consolidation of school segregation in the country, the impact of segregation on the learning achievement of disadvantaged students in public education and on intergroup relations. The issue of educational segregation and integration is often a subject of debate, but research evidence favours heterogeneous composition to foster students' school careers, future labour market prospects and social inclusion.

• Housing in a slum

  76-89

  Katalin Szoboszlai

  Views:

  354

  The study analyses the quality of life of the inhabitants of the Roma housing estate through the housing conditions. The housing estate has undergone several changes in the last two years, but the segregation character of the estate has not changed. There is the mobility of residents moving in and out of the settlement, and one-third of the population has moved in from other settlements that have been demolished in the last two years. The exterior and refurbishment of the residential buildings on the site have renewed the housing stock and the residents are now living in comfortable rental accommodation. However, housing poverty persists. Residents live mainly in small and overcrowded flats where children usually share a room with adults. The rising cost of housing maintenance is a serious problem for payment in the settlement. Although the condition of the housing has improved with renovations in the settlement, the increase in overcrowding and housing costs has not brought an increase in the standard of living in terms of housing.

• Trends and best-known results of research on Gypsy/Roma communities in Hungary

  5-32

  Magdolna Láczay

  Views:

  927

  Gypsy communities have been known in Hungarian majority society for half a millennium. However, sources are poor and only provide information on a few aspects of their lives. Some scholars have attempted to define this sporadic, small group of people when their numbers have increased significantly. In the second half of the 20th century, archivists and ethnographers began to investigate their origins, their common history, the origin of their names, and the specific characteristics that shape their way of life, language, culture and beliefs. Their findings have led to their being defined as a minority, but they are now estimated to number between 10 and 12 million in Europe.  There are naïve researchers and advocates of Gypsy/Roma history who believe that the glories of the past and the persecutions of the past are to be found, but in scientific research, the view is becoming increasingly accepted that the communities of the past centuries in Europe and Hungary, known by their collective name of Gypsy/Roma, cannot be described as homogeneous, undifferentiated entities, either historically, ethnographically or sociologically. Throughout history, Roma/Gypsy people and communities have not been made Roma/Gypsy by the same criteria, and therefore they must be understood primarily in terms of their social situation, so that their integration can be made possible and the national and EU programmes of schooling, compulsory employment and the dismantling of Roma settlements can open up real paths to social advancement.

• Az inklúzió és a sajátos nevelési igény lehetséges kontextusai egy nemzetközi kutatás tükrében

  112-132

  Mihály Fónai

  Nóra Barnucz

  Lajos Hüse

  Views:

  326

  Tanulmányunkban az iskolai inklúzió és a sajátos nevelési igénye (a továbbiakban: SNI) összefüggéseit vizsgáltuk egy nemzetközi kutatás keretében. Az elméleti részben vázoljuk a szegregációtól az integráción át az inklúzióig tartó folyamatot, mely alapján vitatott az egyes fogalmak használata. Az iskolarendszerben az integráció a fogyatékossággal élő tanulók szegregált oktatásával szemben kialakult megközelítést és gyakorlatot jelenti, melynek célja az elkülönített oktatás felszámolása volt. Az SNI nem diagnosztikus, hanem iskoláztatási fogalom, és a gyógypedagógiai és a jogi fogalomhasználat sem esik egybe. Kutatásunkba ukrajnai (kárpátaljai, 280 fő), lengyel (271 fő) és magyarországi (552 fő) tanulók kerültek. Az iskolai befogadást és a társas támogatást az iskolai sikerek alakítják, növelik. A sikerek képesek a tanulási problémákkal küzdő tanulók önbecsülését is növelni, ami együtt jár a társas támogatás növekedésének és a kirekesztés csökkenésének a szubjektív észlelésével.