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CAREER PLANNING OF YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS
21-30Views:966The study analyzes the possibilities of career planning of young people with Special Educational Needs in Hungary. This topic seems to be especially relevant, as the process of transforming the vocational education system in Hungary (Vocational Education 4.0, 2020) makes it even clearer that the vocational school appears to be the most achievable secondary educational goal for certain groups of students with Special Educational Needs. Skill workers trained in vocational schools could appear in the labor market as potential employees, however, partly because obstacle-free and automatic employment do not always happen after leaving secondary school. Career planning is a possible solution to the problem outlined. The career planning can be supplemented and intertwisted with the preparation of the Individual Transition Plan for young people with Special Educational Needs. Therefore, the purpose of the present study is to
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COMPARATIVE STUDY OF BODY TYPE INDEXES AND MOTORIC ABILITIES OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS (SEN) AND MAINSTREAM STUDENTS BY NETFIT SYSTEM
57-66Views:510Students with special educational needs (SEN) are participants of the Hungarian educational system. The goal of this study is to compare the body type indexes and motoric abilities of SEN students and mainstream students. Sample: n = 160 persons (80 SEN students and 80 mainstream students) from 1-8 grades of elementary school. Method: the survey of body type indexes and motoric abilities physical skills was based on the Hungarian NETFIT system (NETFIT is a Hungarian acronym of the National Unitary Student Fitness Test). Results: much more emphasis should be given to physical education lessons of SEN students because their physique indicators and motoric performances are significantly worse than mainstream pupils’.
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CHANGING THE NUMBER OF CHILDREN AND STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN SCHOOL YEARS 2009/2010 AND 2019/2020
19-29Views:2103The goal of the present study is to analyze the changing number of children and students with special educational needs in the 2009/2010 and 2019/2020 school years. Sample: 77 844 children/students in the 2009/2010 school year, and 91 331 children/students in the 2019/2020 school year. Method: Secondary data collection was applied with the data of the Hungarian Central Statistic Office. Descriptive statistics and a chi-square test was used for data analysis. Results: the number of children and students with special educational needs increased: the difference was more than ten thousand people. The results can be used from the teaching of special educators to the support of children with special needs and their teachers, special educators, and families.
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COOPERATION VS. COMPETITION. APPROACHES ON THE INCLUSION OF CHILDREN WITH SEN
25-33Views:407Solving learning tasks, among students, is usually done in the context of an interaction based on competition or cooperation. Either of the two types of interaction - cooperation and competition - has different effects in terms of the students' mutual attitudes, the degree of involvement, and the degree of participation in the performance of school tasks and individual school performance. The success of the school inclusion of students with SEN implies the cooperation between all the factors involved in this process. Special education is a part of the Romanian education system and should support educational programs for pupils with SEN suitable for their harmonious development. We started in our research from the application of a questionnaire to which teachers from Bihor County responded. If, in the preceding article, this working instrument was applied to a number of 163 teachers from mass education, to mixed classes that had in their composition and children with special educational requirements, in this article we extract the data that we have collected from to a number of 63 teachers in special education. The questionnaire comprises a total of 46 items referring to the atmosphere of cooperation and competition and comprises two parts. The first part includes questions regarding seniority in work, educational grade, age, number of the group of students they work with, etc.
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Evaluation of Teachers’ Views on the Use of Artificial Intelligence in the Education of Students with Special Education Needs
115-128Views:137The aim of the research is to determine the teachers’ views on the use of artificial intelligence in the education of students with special education needs. This research was conducted using the case study design, one of the qualitative research methods. It was made to examine in depth how teachers approach the idea of using artificial intelligence in education, what they think about integrating artificial intelligence technology into classroom practices, and what kind of suggestions and expectations they have regarding the development of the use of artificial intelligence. The study group consisted of 54 teachers working in the provinces of Bursa, Çanakkale, and Istanbul in the first semester of the 2024-2025 academic year, determined according to the convenience (easily accessible) sampling method, one of the purposeful sampling types. Data were collected from teachers from different branches and with different years of experience through a semi-structured interview form developed by the researchers. Content analysis technique was applied in the data analysis process, and the findings were classified as codes, categories, and themes.
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Self-Concept as a Correlate of Academic Achievement of Special Needs Students in Kwara State
151-168Views:124Special education has shifted from a position of delivering professional services to students with disabilities to a system that seeks to encompass the broad concept of promoting quality education for students. This study examined the self-concept as correlate of academic achievement of special needs students in Kwara State. The study adopted a descriptive survey research type. Special needs students in the three local government areas in Ilorin, Ilorin South, East and West Local Governments Area constituted the total population for this research. The researchers designed a questionnaire entitled: self-concept as a correlate of academic achievement of special needs students’ questionnaire” (SCCASNSQ). 200 questionnaire forms were administered. Research questions were answered using mean score, while inferential statistics of mean, standard deviation and Pearson’s Product Moment Correlation (PPMC) were used to test the formulated hypotheses. The finding of the study revealed that academic ability, physical ability, social ability, emotional ability, general self-worth ability and scholastic ability influence self-concept as correlate of academic achievement of special needs students in Kwara State. More so, there was no significant relationship between self-concept and academic achievement of special needs students in Kwara state in Kwara state. There was significant relationship between religion, school type, age and self-concept and academic achievement of special needs students in Kwara State. The findings concluded that while self-concept may not directly influence academic achievement among special needs students in Kwara State, factors such as religion, school type, and age significantly impact both self-concept and academic performance. Based on the findings of the study, it was recommended among others that parents and other stakeholders in the education sector should enhance adolescents’ interpersonal relationship by strengthening their physical, social and emotional self-concepts through relevant social skills training.
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The Role of Sensory Theatre in the Field of Special Education – Results of a Systematic Literature Review
155-166Views:207This 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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CAN THE PEDAGOGICAL PRACTICE OF THE PRE-SERVICE TEACHERS REMOVE THE SOCIAL PREJUDICE TOWARDS THE PUPILS WITH SPECIAL NEEDS? A COMPARATIVE ANALYSIS ON THE ATTITUDE TOWARDS BEHAVIORAL MANAGEMENT IN PRIMARY SCHOOL
17-24Views:290The aim of the study is to highlight the attitude of the students (N=72) from Pedagogy of Primary and Preschool Education Program (pre-service teacher), from first and third years of study, related to how they want, as future teachers, to develop pupils’ learning skills in the inclusive classroom by adopting certain behavioral management of pupils with special needs. The working tool used is the Behavior and Instructional Management Scale, developed by Martin and Sass (2010). The comparative analysis of the results obtained according to the year of study captures the existence of statistically significant differences in the aspect of the management of the behavior in the classroom, both in traditional and inclusive classes, during the lessons, with higher averages for the pre-service teachers of 3rd year. Also, pre-service teachers from the 3rd year of study have a higher level of expectations for implementing the rules in school activities with pupils with special needs, compared to the pre-service teachers of the 1st year, which draws attention to the importance of pedagogical practical stage in primary school.
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NEW "CONTACTS": MUSIC TEACHERS, THEOLOGY TEACHERS, AND 'SEN' STUDENTS
39-53Views:273This study focuses on the integrated-inclusive education of the students with special educational needs from the side of two 'new' groups of teachers. After outlining the specific situation religious and music teachers perform in education a detailed analysis follows, which focuses on the facts of how these people see their own knowledge, difficulties, and needs in inclusive and integrated education. To assess their situation their results are compared to a so-called ’control group’. The study group is formed by the ’classic’ actors of public education, the teachers who teach general subjects.
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SEPARATE? TOGETHER? WHERE OVER?
147-156Views:359In the history of special education in Hungary, after the establishment and successful operation of segregated special education institutions with a long history, public education has come to many forms of co-education, the paths of which are still not unhindered. These problems point to the need for many changes in the way the education system works. Without constant and permanent development of teachers and innovative innovations in learning methods, success can hardly be expected. But there are other important issues to be addressed. The present study focuses primarily on the direction in which trends can be found in the light of the past. While exploring the current issues, we would like to provide a new framework for interpretation by highlighting and linking some of the results of two recently completed studies (Szabóné, 2022; Trembulyák, 2022) and by placing them in the context of the topic of the study. The study also aims to draw attention to the current trend that the school life of pupils with special educational needs who have participated in co-education at the primary level becomes more difficult as they progress to secondary education. This can significantly reduce not only their career choices but also their opportunities for successful social integration.
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THE 7 CORE PRINCIPLES OF WALDORF EDUCATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD)
133-148Views:651Waldorf education provides a developmentally appropriate, experiential, and academically demanding educational approach. It seeks to stimulate lifelong learning in all students while also allowing them to fully utilize their individual abilities. Hence, the objective of this study is to establish how the seven core principles of Waldorf education will assist children with Autism Spectrum Disorder (ASD) to flourish. The Waldorf method, according to Priyanti and Warmansyah (2021), is utilized to help children attain a delicate blend of genuine experience, which leads to a strong level of confidence in their abilities. This applies the acquired abilities to use especially for ASD children. Furthermore, the significance of this paper can also assist the educational system in identifying the methodological underpinnings that will benefit these special kids. This study is a review of the literature to determine how the seven key principles of Waldorf education support children's moral growth and encourage free and independent thought, which promotes self-discovery. ASD children benefit greatly from educational philosophies that encourage the development of successful social-emotional behaviors and academic skills. Waldorf education, an educational philosophy that emphasizes developmentally appropriate hands-on learning, has been shown to improve social and academic outcomes for children with disabilities such as ASD.
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HISTORY OF REJECTION AND ACCEPTANCE OF PEOPLE LIVING WITH DISABILITES UP TO THE PRESENT DAY AND THEIR SITUATION IN THE EDUCATION SYSTEM
41-49Views:323The aim of this study is to make a review on people with disabilities in terms of acceptance and rejection from antiquity till the 21st century. It also focuses on students with special educational needs based on 21 empirical studies. Teachers have debates, but the question still remains unanswered: which educational form would be better for this group of students, the integrative or the segregative?
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THE MOTIVATING EFFECT OF THE FLOW EXPERIENCE IN THE COURSE OF ENVIRONMENTAL EDUCATION AT THE SPECIAL NEEDS STUDENTS WITH CP, INSIDE ECO-SCHOOL FRAMEWORKS
103-107Views:283According to today's social norms, within the framework of an eco-school, our aim is to educate students who can recognize environmental hazards and are able to prevent the deepening of the environmental crisis. We have assumed that the possibilities of environmental education outside the classroom can be integrated into the complex system of conductive education, even for children with special needs. I would like to highlight those activities that trigger the flow experience for our students, helping create an internal motivation for all activities that serve the interests of environmental education. The changes also show in the increased number of such programs. Even though we are a segregated school, environmental education is still very decisive in our institution and we try to convey this view outside our walls.