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Social Vulnerability in Post-Conflict Maluku, Indonesia: A Sociological Perspective
79-89Views:121The Maluku region constitutes one of Indonesia’s post-conflict areas that continues to experience long-term social consequences. The conflict not only resulted in physical destruction but also generated enduring social vulnerability manifested in fragmented social relations, weakened intergroup trust, and limited access to social and educational resources. This article aims to analysed the dynamics of post-conflict social vulnerability in Maluku from a sociological perspective, emphasizing how local communities interpret, experience, and respond to these conditions in their everyday social lives. The study employs a qualitative approach with a case study design, drawing on in-depth interviews, participant observation, and documentation of community-based social and customary practices. Data were analysed through thematic and narrative approaches to capture the interconnections between conflict memory, social structure, and community-based recovery mechanisms. The findings indicate that post-conflict social vulnerability in Maluku is structural, relational, and historical in nature; however, it does not entirely incapacitate the community’s social capacity. Customary institutions and community relations play a significant role in rebuilding social cohesion, facilitating social inclusion, and transmitting intergenerational peace values. These findings underscore that post-conflict recovery does not rely solely on formal state interventions, but also on the strength of local social and cultural practices and historical consciousness. This study contributes to the development of post-conflict sociology and the sociology of social inclusion by highlighting the importance of community-based approaches in understanding and managing social vulnerability.
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TWO DETERMINING MARIAS OF THE SPECIAL EDUCATION: MARIA MONTESSORI AND MÁRIA HÁRI
35-47Views:720This study presents the decisive pedagogy of two Marias: Dr. Montessori and Dr. Hári. Dr. Montessori was the first woman in Italy who received a medical degree and it was many years later when she did pedagogical studies as well. Dr. Hári was a young medical student when she started to work with Professor Pető who had laid down the basics of Conductive Education. Dr. Montessori and Dr. Hári had a lot in common: not just their profession was the same but thanks to their hard work both pedagogy became famous internationally. Through their personality, the reader will have a glance into their educational methods as well. The topic is relevant because both educational systems make it possible for people with disabilities to integrate into society and live meaningful lives.
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POSSIBILITIES OF COGNITIVE DEVELOPMENT OF CHILDREN WITH LEARNING DIFFICULTIES
81-86Views:654This study presents the Sindelar-Zsoldos program through a case study of an elementary school boy with learning difficulties. The theoretical part is focused on the cognitive structure of the learning of disabled students. The methodological part emphasizes that if the cognitive architecture is harmonized, then even a child with learning difficulties can be successful in school and full inclusion is possible.
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Moving the Soul –The Power of Sport in Promoting Inclusion
129-137Views:65Social responsibility and an inclusive approach in higher education are no longer merely value-based aspirations but professional quality criteria. On the occasion of the Hungarian Parasport Day, the Faculty of Economics and Business at the University of Debrecen joined the FODISZ “Lélekmozgató” program and organized theoretical and practical awareness-raising sessions for students majoring in recreation and sport management. The aim of the program was to provide participants with a deeper understanding of sport opportunities for persons with disabilities and the professional relevance of inclusive thinking through experiential learning. The theoretical component of the event focused on the social role of parasport, the values of perseverance and human performance, and the presentation of inspiring athlete life stories. During the practical sessions, students had the opportunity to try adapted sports activities – including sitting volleyball, blindfold fencing, and fine motor skill development tasks – which fostered empathy, cooperation, and conscious program planning through personal experience. Based on participants’ feedback, the event not only shaped attitudes but also contributed to strengthening students’ professional identity. Participants reflected more consciously on the importance of inclusive program design, accessibility considerations, and responsible organizational attitudes. The program highlighted that inclusivity is not a separate task but a fundamental principle in the work of sport and recreation professionals. Such experiential awareness-raising initiatives can contribute in the long term to the development of inclusive sport communities and to the promotion of social equity.
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DEVELOPMENT OF THE SOCIAL COMPETENCE OF CHILDREN FROM AN UNDERPRIVILEGED BACKGROUND
87-94Views:486In September 2010, by the introduction of the educational reform in Serbia, namely the introduction of inclusion, the number of children from disadvantaged backgrounds and multiple disadvantaged backgrounds has significantly increased. From September 2013, the University of Novi Sad, Faculty of Education in Hungarian Language, Subotica and University of Szeged, Gyula Juhász Faculty of Education, Institute of Adult Education worked out a program, in which the students of these two Universities participated as mentors in the compensatory education of disadvantaged children. The purpose of the present study is to introduce the structure of the Student Mentoring Program that serves as an excellent example for other schools. According to in-service teachers, one of the long-term positive outcomes of the mentoring program is the development of the social competencies of disadvantaged children.
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The Role of Sensory Theatre in the Field of Special Education – Results of a Systematic Literature Review
155-166Views:347This study focuses on presenting the results of a systematic literature review that examines the effects of sensory theatre in a special educational environment. The purpose of multisensory theatrical experiences is to entertain and develop the abilities of children with special educational needs, immersing them in a sensory bath and involving them in the course of the performance. The examination of the aesthetic and developmental effects of unique experiences related to sensory theatre appears in the international literature with varied terminology and a rich array of methodological recommendations. Our research was conducted based on the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) criteria, which ensure the transparency of systematic literature analysis. We found 62 articles in the EBSCO Discovery Service scientific search engine. Three authors reviewed the abstracts and, if the inclusion criteria were met, exported the full texts to Zotero for content and methodological quality assessment (N=12). Our text database, consisting of 12 empirical journal articles, was further analyzed along with 2 additional studies and a textbook. According to our results, most research aligned the immersive nature of sensory theatre with the attractiveness of educational conditions, while emphasizing the importance of experience provision in inclusive education. Sensory theatre, as a unique experience and innovative method, develops children’s abilities along moods and senses, considering the specific sensory needs and learning preferences of the participants. A limitation is that relatively few empirical studies specifically examine the effect of sensory theatre in special educational settings, as the reviewed documents often only indirectly touch on special educational processes.
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INCLUSIVE EDUCATION IMPLEMENTED IN THE FORM OF EXTRA-CURRICULAR ACTIVITIES: CASE STUDY
35-46Views:489The aim of inclusive education is to adapt educational requirements, educational organization and learning conditions to the needs and capabilities of each pupil in a multifaceted way. Inclusive education is implemented by the educational systems of the European Union Member States. In Poland its history began in the 1990s. Many activities are currently being undertaken to create the best possible conditions for the development of the potential of each pupil. The school environment in cooperation with the family is responsible for taking all possible measures to eliminate barriers which prevent the child from being given proper education. In particular, this task is related to the care for a child with disabilities. In the Polish educational system, there are many forms of implementing the postulate of inclusive education. It is worth emphasizing the activity of day-care centres which provide extra-curricular education for children. The school day-care centre is a place where inclusive education is a daily practice. The article presents a case study of the activity of a day-care centre in one of the schools with inclusive classes in Krakow. The description of the day-care centre functioning made it possible to present the diversity of activities undertaken in it. The data was extended by referring to the opinions of parents and children.
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Perceptions of University Students on the Role of Roma Student Societies in Higher Education
97-114Views:327As 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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INTERPRETATION OF THE MOST IMPORTANT NOTIONS OF SOCIAL INEQUALITIES OVERT IN THE EDUCATIONAL SYSTEM
83-87Views:425Present paper focuses on the social inequalities that are mainly manifested in the educational system. Therefore, I aim at reflecting on the sociological definitions that codify the subject in a theoretical context. The theoretical background of the study comprises the subsequent notions: equality and equity, inclusive society and education, bicultural socialization, and the relation between social mobility and school.
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STUDENT’S ATTITUDES TOWARDS CHILDREN WITH DISABILITY
7-15Views:1016Several studies have shown that integrated education has advantages in students’ social development and accepted attitude development (Meyer, Park, Grenot-Scheyer, Schwartz & Harry, 1998). The studies about the integrated education had been traced for several decades, our research is based on the CATCH (Chedoke-McMaster Attitudes Towards Children with Handicaps Scale) questionnaire (Rosenbaum, 1985) which instrument had been used in several international studies as well (Tirosh, 1997; Vignes, 2008; Godeau 2010; Bosseart, 2011; De Laat, 2013, Schwab, 2017). Our major aim is to map the adolescent youth, their attitudes towards children with special treatment. The questionnaire was based on the three-component model of attitudes proposed by Triandis (1971). This 36-item, the self-administered scale was primarily paper-based, but our adaptation is placed on the online form. The participants of the study were 7th-grade students (N=99) The overall reliability of the test was satisfactory (Cronbach-α= 0,856). In the content analysis, we found two items that were significantly negative and four items which were not significant, those leaving the KMO= 0,809 (KMO>6), therefore suitable for factor analysis. The results show that, however in our sample, these three-component factors aren’t so clear, the test is reliable. There are some subtests that call for a revision, and we will need further researches to develop our assessment tool to make it more reliable and valid.