Journal of Special Treatment, 2025.11.(1.) - full text

As the Internet spreads, its disadvantages are also becoming more and more widespread, alongside its advantages. In this study, we examine the Internet usage habits of 14-18 year-old students with learning disabilities using a qualitative method, by asking the opinions of the teachers and special education teachers (n=8) who teach them. In the pilot study, we explore how and to what extent school and online bullying appears in the lives of students, and who is more often affected by such attacks. Based on the results of our research, according to the teachers, children with learning disabilities encounter offline bullying more often at school than online, with verbal and physical abuse being the most common. Gender, type of disability, specific characteristics, and family background are determinants of victimization. However, due to the small sample size in the pilot study, the results obtained are only of an attention-grabbing nature, and draw attention to the necessity of further research into the phenomenon.

As part of a grant-funded inclusion program, we conducted a lifestyle survey and needs assessment among 241 individuals of Roma identity in Hajdúböszörmény. This study included the WHO’s five-item well-being questionnaire. The study also provides an overview of well-being research in Hungary. Based on our research findings, we believe patterns from previous generations for families raising young children can be a source of strength, even in role model selection. In contrast, for families not currently raising young children, a sense of trust in the future can contribute to higher well-being levels among those living in segregated areas. We found that raising young children is generally associated with a higher level of well-being, which can be further reinforced by younger age, higher educational attainment, stable work income with optimal workload, and the location of the residence. We emphasize that promoting well-being requires a holistic approach, broad social cooperation, and a more equitable system that balances opportunities. Our research helps to understand the multifaceted nature of well-being, contributing to the identification of challenges and the search for solutions.

The purpose of this study was to ascertain how two instructional strategies—project and inquiry—affect students' mastery of particular abstract biological concepts. The study used a quasi-experimental pretest-posttest control group design. 120 SS II Biology students were chosen at random from six coeducational schools located in two Local Government Areas (LGAs) in the state of Kwara. Treatment groups were assigned to participants at random. The Biology Student Achievement Test (r=0.88) and the Teachers' Instructional Guide on Project and Inquiry Strategies were the instruments utilised. Two theories were developed and put to the test at the significance level of 0.05. The intervention had a significant main effect on students' achievement on a subset of selected biological abstract concepts (F(2, 107) =12.061; p<0.05, partial η2 = 0.184), according to an analysis of covariance conducted on the gathered data. The students in the Conventional Strategy (CS) control group have the lowest adjusted mean achievement values (x ̅ = 17.20), whereas the students in the Project Strategy (PS) treatment group 1 have the highest adjusted mean achievement values (x ̅ = 23.21). It is indicated that PS > IS > CS is the order. The mean growth in accomplishment values for male students was higher at 21.94, compared to 17.13 for female students. Project and inquiry methodologies should be implemented in order to raise students' accomplishment in biology's abstract concepts, according to the findings.

The present study focuses on the importance of national values in inter-ethnic marriages within the Turkestan region of Kazakhstan, specifically in the rural villages of Zhana Iqan, Shornak, Turki Poselkasy, Hantagy, and Sayram. The study explores three primary areas: the significance of preserving national values within inter-ethnic families, attitudes toward marriage involving children of different nationalities, and the participants’ acceptance of the national values and social norms of their spouse. Drawing from 85 interviews and observational data, the analysis presented here examines the role of national values in shaping family dynamics, focusing on Kazakhs as the main ethnic group as well as their cultural integration with Uzbeks, Azerbaijanis, and Russians. The findings highlight how Kazakh values influence family structures and foster adaptive frameworks through cultural blending. Drawing on anthropological and sociological theories, the research demonstrates how inter-ethnic marriages in Turkestan create a dynamic interplay of traditions, promoting unity and coexistence in the region. The mixed-methods approach utilized in the study combines qualitative data from interviews and participant observations with quantitative data, offering a comprehensive view of how these values are preserved and negotiated. The findings open up that national values are not only fundamental to inter-ethnic marriages but also promote mutual understanding, adaptation, and respect between partners from different ethnic backgrounds. Additionally, the study emphasizes the significance of the "dominant spouse" in upholding and negotiating these values, providing insight into how cultural expectations are maintained and adapted within the realities of inter-ethnic family life in the Turkestan region.

In contemporary sports, achieving higher levels of performance has become almost unimaginable without scientific support. This is equally true for modern football, where agility stands out as one of the most critical abilities. Agility is a multifaceted skill that encompasses components such as change-of-direction running, recognizing game situations, decision-making, and response time. While physical abilities contribute significantly to performance enhancement, the distinguishing factor in agility often lies in the speed of decision-making. The objective of our research was to investigate the trainability of agility. Specifically, we aimed to design an agility test that evaluates not only physical abilities related to direction changes – such as dynamic leg strength and running technique – but also agility in its full complexity, incorporating all related decision-making mechanisms. Our study sought to determine the extent to which agility could be developed in the examined age group through an 8-week training program consisting exclusively of agility tests. School sports clubs provided an appropriate foundation for the research, as participants were non-elite athletes, making short-term progress more likely. The study was conducted in 2023 at the gymnasium of Huszár Gál High School, Elementary School, Basic Art Education Institution, and Kindergarten. The participants were first- and second-grade boys, with an average age of 7.4 years. A total of 16 students took part in the research. At the start of the study, during the initial assessment, students performed several tests: a 20-meter straight-line sprint, a shadowing agility test, an auditory signal agility test, and a predetermined course agility test with a known route. Following this baseline measurement, an 8-week period commenced, during which students participated in sports club sessions twice a week. These sessions incorporated agility tests as training elements. Specifically, students performed three Agility T-tests and three Illinois agility tests during each session. After eight weeks, post-training assessments were conducted under identical conditions. The results indicated that incorporating agility tests as training elements led to significant improvements in time-based performance metrics. It was also evident that tasks requiring decision-making took longer to execute compared to those following predetermined routes. Our findings confirmed the hypotheses set before the research and provided answers to the research questions posed.

Adolescence is a period attributed with series of changes, and sometimes, adolescents engage in deviant behaviour and violate societal norms. The impacts of these delinquent acts are deleterious and needed to be curbed. This study examined parenting styles as predictor of adolescents' delinquent behaviours. Married adults in Kwara State, Nigeria comprised the population of this study  (n=300) and sample was chosen using simple random sampling technique from Kwara South Senatorial Districts. Questionnaire designed by the authors was used to collect data from the respondents. Mean and rank order analysis was used to answer the research questions. The hypothesis was tested using multiple regression at 0.05 level of significance. The finding revealed that authoritarian and authoritative parenting styles were common among married adults. It was shown that permissive and uninvolved parenting styles were the predictors of adolescents’ delinquent behaviours. It was recommended that parent should endeavour to create adequate time to interact with adolescent, sten to their worries, provide unambiguous responses to their queries and relate friendly with them. Counsellors should be adequately prepared to address the cases of youthful exuberance.

This study highlights challenges in communication between students and academic teachers. In addition, it describes how the university working environment, with its positives and negatives, influences professors' working productivity. As part of a research project, interviews were conducted with lecturers from higher education institutions in Hungary and Montenegro. The respondents were asked about their teaching methods, experiences in common communication, and collegial, and administrative problems that cause stress. Through the interview method, this article provides a view from the inside of the academic individual personalities representing sometimes hidden perspectives of the collective. The study shows the importance of a proper professor’s approach to students and a healthy educator-student relationship. This research contributes to illuminating the multifaceted dimensions of communication in modern educational environments, as it provides a better view of the academic environment and helps in determining better ways of obtaining professor-student productivity. 

The purpose of the study is to determine the psychological influence of play method of teaching on the development of pre-school children with and without hearing impairment in Ika South Local Government Area of Delta State in Nigeria. Four research questions were formulated to guide the study while four hypotheses were tested. A descriptive survey was adopted in this study. The simple random sampling technique was used to select 90 teachers as sample for the study. The instrument used for data collection was a questionnaire titled “Pre-school Children Development Rating Scale” (PCDRS) for children with and without hearing impairment. Face and content validation were carried out. The reliability of the instrument was done using Cronbach Alpha to give a Reliability index of 0.77. Mean, standard deviation and t-test were used for data analysis. The findings of the study revealed that: play method of teaching has high psychological influence on language skill development of children with and without hearing impairment with higher influence on hearing children and that play method has a high psychological influence on social skill development, creative skill development and problem solving skill development of both hearing children and children with hearing impairment; there is significant psychological influence of play method on language skills development of pre-school children with and without hearing impairment; the use of play method has no significant influence on the social skills, creative skills and problem solving skills development of preschool children with and without hearing impairment. Based on the findings, the study recommends that play method should be employed to teach language to all children, especially those with hearing impairment to aid language, social, creative and problem-solving skills developments at basic levels and that the pre-school classroom teachers should be trained in workshops and seminars on how to use play to teach to achieve skills development. It also recommends that pre-school classrooms should be appropriately arranged with the adequate play toys and materials that facilitates learning processes. 

Playgrounds have become an integral part of modern urban life, and their change in function have a significant impact on children and on the design of community spaces. The study examines the historical development of playgrounds, starting from the pedagogical reforms of the 19th century up to today's modern and thematic playgrounds. The research covers the social and pedagogical role of playgrounds, as well as their comparison with playgrounds. The historical overview shows that playgrounds were first created to ensure the free movement of children, and then, during the 20th century, they increasingly fulfilled a social and educational function. Modern playgrounds are not only playgrounds, but also arenas for social integration and community building. The examples of the Sziget-Kék and Máltai playgrounds in Debrecen clearly illustrate the new functions of the playgrounds: the former is a thematic park that also offers cultural experiences, while the latter provides social and community services. The study points out that while public playgrounds developed and acquired new functions, the playgrounds of institutional education changed less. Playgrounds of this type are still basically safe, but less inspiring spaces that cannot compete with the community-forming and developing effects of modern public playgrounds. The research concludes that the modernization of playgrounds poses new challenges for the institutional educational environment and necessitates a change of attitude and development of playgrounds.

   Invitation to the 10^th ’Special Treatment” International Interdisciplinary Conference

TéT-2025/LandS-2025 Conference Call