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The Theory of Multiple Intelligences and the Reggio Emilia Approach®’s Effectiveness in International Institutions of Early Childhood Education in Dubai
115-125Views:521This paper investigates the theory of Multiple Intelligence and the Reggio Emilia’s effectiveness in international institutions of Early Childhood Education in Dubai. The goal is to see if the combination of the two groundbreaking hypothesis can indeed help educators implement and use the combination of the two assist with the very sensitive topic of education at early stages. This paper assumes if used in a proper and careful manner the implementation of the multiple intelligence and Reggio Emilia can indeed be effective and assist children and educators alike.
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Perceptions of University Students on the Role of Roma Student Societies in Higher Education
97-114Views:316As a result of the expansion of higher education, the student population is becoming more diversified, with students who are the first in their families and communities to undertake a university degree. Minorities defined as Roma have been an integral part of Europe since the Middle Ages, but their educational attainment lags behind the general population, and they are still under-represented in higher education. The study analyses the perceptions of mostly Roma students who are on the path of social mobility in their formal education and the non-formal community (Roma student societies) that provides targeted support for their academic progress. The study involved the members of the network of Roma student societies in Hungarian universities in questionnaire format research (N=300, n=182). In this study, the implicit ideas of the participants about the university and the Roma student societies are inquired into, exploring the similarities and differences in the function of the two institutions, and analysing the role of the Roma student society in social mobility. The data were processed using a qualitative analysis strategy, thematic coding. The results shed light on the functions of the university, which is a formal space, and the Roma student society, which is a non-formal socialization space. The university was associated with formal learning and socialisation, while the Roma student society was associated with experiential, action-oriented, non-formal space. The respondents perceived the university, but especially the student society, as a positive experience. Our study reveals the perceptions of the pedagogical programme of the Roma student societies. The Roma student society is compared to the relationships experienced in a family; the Roma student society is seen as a continuum of the sense of security provided by the family. Through the responses of Roma students, this study highlights that non-formal small communities in universities are effective means for the successful advancement of underrepresented groups in higher education, which supports a positive experience of their mobility.
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COMPARATIVE ANALYSIS OF DISABILITY ATTITUDE FORMATION PROGRAMS THAT CAN BE USED IN PUBLIC EDUCATION
65-80Views:504Social sensitization created in an organized form can be an extremely powerful tool for society to become more accepting of different disabilities, and all of these can also support the more effective social integration of people with disabilities. Rejection or distancing can mostly be the result of a lack of information, so if society gets more insight and information about all this, a higher degree of acceptance can be assumed. In recent decades, the number of programs and events that set this goal has increased spectacularly. Based on the conclusions of international attitude surveys, it can be formulated as an essential variable the quality and quantity of information the respondent has about the given group, whether there is a person with a disability in his microenvironment, whether he has already established an interaction with them, and also the impulses received from the immediate environment, the family values can be an influencing factor. The foreign research on the subject also points out that attitude formation started at an early age can be really effective, and that the impulses received in institutional education can largely determine the attitude of students towards their peers with disabilities. After summarizing the international and domestic attitude research, an analysis of sensitization programs available in Hungary within the framework of institutional education, which may be suitable for shaping attitudes towards disability, was carried out with the help of a system of criteria compiled along these lines. The aspects of the analysis include how many types of disabilities are included, which age group the program is suitable for, with what intensity and how many times participation is possible, the nature of the knowledge transfer, and whether it is possible to come into contact with a disabled person, thus giving the opportunity to gather personal experience. The aim of the analysis is to compare the available programs with the results of foreign attitude surveys to identify the most optimal and widely applicable sensitization programs.
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Investigation of the Relationship Between Resilience as a Coping Skill and Physical Activity at the Faculty of Early Childhood Education and Special Educational Needs, University of Debrecen
73-82Views:316Resilient living involves following characteristics that develop effective adaptive mechanisms in the individual. These mechanisms can contribute effectively to coping with the negative stressors we face in our daily lives. These characteristics should be examined not in a static way, but through the constantly changing internal and external conditions. In our research, we sought to answer the question of the relationship between the components of students' physical activity and their psychological coping strategies at the Faculty of Child Education and Special Education, University of Debrecen. Two validated questionnaires were used in the study. The International Physical Activity Questionnaire (IPAQ) was used to measure physical activity, and the Hungarian adaptation of the 25-item Connor-Davidson Resilience Scale (CD-RISC) was used to measure resilience characteristics. The study was conducted in February 2025 (n=303, correspondence n=188, full-time n=115). Studies have shown that the type of sporting activity students participate in influences their coping skills. All of the factors related to resilience are positively associated with respondents' sporting activities. In seven of the twenty-five questions, a significant correlation was found between stronger coping skills and the type of sporting activity undertaken in the present. Unsurprisingly, the strongest associations were found for perseverance, overcoming difficulties, initiative in problem solving, positive self-image and maintaining a good mood when comparing those who regularly engaged in sporting activities with their inactive peers. The same results were obtained when the components of physical activity (factors related to work/transport/household/leisure sports) were also compared separately with factors related to mental resilience. Overall, some types of household work and higher levels of sporting activities (competitive and recreational) have a positive effect on individuals' coping skills.
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THE EXPERIENCES OF PHYSIOTHERAPY IN PRESCHOOLS IN THE LIGHT OF A KINDERGARTEN RESEARCH IN HAJDÚBÖSZÖRMÉNY
27-34Views:533The literature and research on physiotherapy in Hungary are not as complete as the research on physical education, so this article is also incomplete. Our research aimed to report on the experiences of physiotherapy sessions for preschool children within the physical education sector, as this area is less researched. Our research presents the experiences of children and their parents who have participated in pre-school physiotherapy in a sample of children attending the Good Shepherd Reformed Kindergarten in Hajdúböszörmény. The results are presented based on the analysis of a questionnaire filled in by 50 parents and an interview with the physiotherapy teacher who teaches in the kindergarten. The survey shows that 8% of parents of preschool children did not know that their child was attending such sessions, 92% of parents were informed, but 20% did not know how many development sessions their child was attending. The majority of parents follow up on their child's development, but consider the information provided by the teacher to be insufficient. The vast majority of parents were also aware of their child's diagnosis. Parents' opinions showed that they consider the existence of physiotherapy sessions important, as they consider it essential for the effective development of a growing organism. Parents also noted positive effects of physiotherapy sessions, such as improved posture, flexibility, reduced orthopaedic deformities, increased endurance, or improved dexterity and hand-foot coordination. Another important aspect, according to parents, is that these sessions are free of charge, take place during nursery school hours and they are playful. According to the physiotherapy teacher, the number of sessions is not sufficient to achieve optimal improvement, given that the vast majority of children only receive development in kindergarten. These results are useful and can be used in the training of kindergarten teachers or further training courses.
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Consideration of Students’ Special Educational Needs in Primary-Level Swimming Instruction
7-16Views:224In our research, we examined the consideration of students’ special educational needs (SEN) in primary-level swimming education. The choice of topic was motivated by the increasing number of students with SEN and the importance of swimming instructors’ professional preparedness. Our aim was to explore the extent to which swimming instructors are able to accommodate the individual needs of SEN students, to identify the challenges they encounter during swimming instruction, and to map the differences between the swimming education of SEN and typically developing students, as well as the factors that support learning.The research method was an online questionnaire survey. A total of 77 professional swimming instructors participated in the study (n = 77). The results reveal that the majority of instructors do not possess specialized qualifications, and their knowledge is primarily based on personal experience. Although many feel adequately prepared, uncertainty occasionally arises in practice. Teaching swimming to children with SEN requires specific methodological tools, increased attention, and differentiated approaches. Additional difficulties include maintaining attention, discipline, and motivation. Providing differentiation and accommodating individual learning paces remain challenging, whereas small-group, play-based sessions promote more effective progress.
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The Sudan Gezira Irrigation Agricultural Scheme: The Agrarian Neoliberal Reforms in the Scheme—A Break from or Reconfiguration within the Governing Colonial Epistemology?
29-54Views:134Founded during Anglo-Egyptian Condominium colonial Rule (1899-1956) and continuing into postcolonial Sudan as the main development project, the scheme underwent significant governance changes, shifting from a centrally managed system characterised by a bureaucratic irrigation network and relatively well-functioning infrastructure to a more liberalised and decentralised system, as presented by the dominant literature. In this view, the reforms are regarded as a break from the inherited colonial logic, marked by the state’s withdrawal and the transfer of risks and responsibilities to tenants, labourers, and local subsistence economies. Such accounts highlight a rupture with earlier forms of governance, often portraying the colonial system as more coherent and effective than the current one. However, this perspective overlooks how these changes conceal the persistence of an underlying colonial epistemological and governance framework that continues to organise, classify, and control land, labour, population, and nature. The scheme continues to be operated through a centralised hydraulic irrigation system, despite uneven recent conditions for its reproduction, functioning as a mechanism for regulating farmers and agricultural production. This is intertwined with the ongoing development of agrarian subjectivities within the tenancy regime, which recognises local Arab groups as political agrarian entities. Conversely, West African labourers and ethnic minority groups are marginalised and excluded subjects. The recent reforms reflect and deepen the logic of the colonial extractive economy, which prioritises technocratic scientific knowledge over local systems of understanding and indigenous needs. By combining long-standing ethnography with a Decolonial perspective and employing a methodological framework that integrates multi-sided ethnography with Decolonial critical literature, this approach enables scholars to trace how colonial epistemologies have persisted in hegemonic, reinterpreted, and contested forms across comparable Sudanese agrarian contexts and throughout postcolonial Africa.
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DEVELOPING MOTIVATION IN A DIFFERENTIATED EDUCATIONAL PROGRAM FOR CHILDREN AGED 10-14
67-78Views:319Students’ effective motivation is an important requirement from modern education. The main objective of the survey is to examine the motivation of 10–14-year-old students participating in differentiated development. We hypothesize that the motivation to maintain high levels of employment differentiation promotes more efficient and effective knowledge acquirement. Sample: 5-8 classes, examining a total of 354 (177 experimental and 177 control group) students. Method: Using the longitudinal method I followed up how the motivation of students brought under a pilot group and developed in a differentiated way is changing for four academic years. I also measured the motivation of a control group where no differentiated development was carried out. The motivation was measured by the Kozéki-Entwistle learning motivation questionnaire. Results: Results show that in the pilot group there was a considerable positive change in all the three important motive groups (follower, inquirer, performer), while the control group did not produce the same. The efficient learning was advanced considerably by the high level of motivation in the pilot group. Discussion: Differentiated development has got a positive impact on learning motivation.
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Juggling for Effective Learning - Methods to Encourage the Acquisition of New Skills in an Optional Course at Óbuda University
91-101Views:371Play and learn, or learn while having fun. Unfortunately, in today's achievement-oriented society, education is all about getting a student to complete a predetermined task on time. This pressure can be very stressful for students, especially if they themselves are perfectionists and want to do their best, and fear failure (repeating a term) and the feeling of underachievement when compared to the abilities of their peers. The "Juggling for Effective Learning" course has already been offered six times to students at Óbuda University. The primary reason for the course was to help students who have a disability, primarily a learning disability (dyslexia or dysgraphia). However, students who are curious about the course are also welcome to attend.
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THE ISSUES OF TEACHING FOREIGN LANGUAGES TO LEARNERS WITH A SPECIFIC LEARNING DISABILITY
31-52Views:762To make language teaching effective, it is important to consider the forms of language teaching, especially when we talk about learners with a specific learning disability. Our theoretical paper tries to review the literature of language teaching and dyslexia. The goal of our paper is to briefly present the definitions of dyslexia as well as to describe its signs and symptoms. This paper deals with the issues of language acquisition and language teaching, focusing on the difficulties which emerge when learning English. A dyslexic learner usually has difficulties in reading and writing in his L1, their reading is slower and they have problems with reading comprehension too. Besides the possible difficulties, we also discuss the strengths of dyslexic learners as their most important compensating skills are global/holistic thinking, visualisation, creativity, and problem-solving. Our paper also deals with the regulations governing language teaching in schools and the issues of choosing the language to learn at school. In higher education and in the world of work, speaking foreign languages and having language certificates are advantages, consequently, it is necessary to have appropriate course material. Language learners with dyslexia also have to take a school-leaving exam /GCSE in a foreign language, which is why our paper also deals with the output of language teaching in schools as well as the possibilities for dyslexic candidates offered by some Hungarian language exams (ORIGO, BME, DExam, ECL) The paper also mentions the issues of course material and language course books, as well as addressing the question of inclusive teaching for dyslexic learners. We also discuss the competencies required by a Special Educator as a language teacher, as he/she can help students, not only in learning English but also in the integration process.
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THE ROLE OF ADVENTURE THERAPY AND ART THERAPY ELEMENTS IN FACILITATING ENCOUNTERS WITH SEVERE AND MULTIPLE DISABILITIES INDIVIDUALS
105-112Views:559The first encounter with people with severe and multiple disabilities could be highly challenging. Physical deformities of the body and face which are highly frequent in this group, lead to subconscious rejection. The lack of verbal communication makes the relationship even more difficult, thus, nonverbal methods are effective in facilitating relationship building. Methods such as nonverbal art therapies are highly popular in creating mutually empowering relationships. Common shared active and receptive artistic experiences as well as commonly solved challenges and other elements of adventure therapy helps to facilitate group processes. In this article, we refer to a pilot project: a special experience-based facultative course about facilitating encounters with adults with severe disabilities with art and adventure-based activities.
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THE ILLUMINATION OF THE PROGRESSIVE APPROACH OF THE PETŐ METHOD ON THE BASIS OF THE CRITERIA OF CONSTRUCTIVE PEDAGOGY
83-100Views:332The study describes the Pető Method based on the principles of Constructive Pedagogy. The study focuses on the importance of the rehabilitation group because of two reasons: Firstly, it helps children to integrate into the mainstream basic and secondary education later successfully. Secondly, the common goal and the feeling of togetherness has a great motivation effect on the individuals as well as the members of the group. Therefore the study also highlights the neurological aspects of motivation. Last but not least, the areas of constructive lifestyle are being reported and those tasks that need to be solved in the near future to make the inclusion process even more effective for people with motor disabilities.