Journal of Special Treatment, 2024.10.(4.) - full text

The aim of our study is to review the wide-ranging network of relationships between schools and parents based on investigations carried out along various indicators in diverse social grups. By analyzing the National Competence Measurement database, we examined parental involvement, a factor known to influence academic outcomes, particularly in the 6th and 10th grades in Hungary. Principal component analysis and crosstabulation analysis were used in order to unveil correlations between the gained results and both the students' family background and age. It was found that although the level of parental involvement decreases with the child’s age, it still has an impact on parental participation. Additionally, we have demonstrated that lower-status families have a different involvement strategy, but the level of involvement is not as high as families from higher socioeconomic backgrounds, leading to misunderstandings between families and schools

The National University of Public Service is dedicated to social responsibility. One of its forms is volunteering, a cultural aspect that is lacking in the societal embedding in our country (Fejes & Szűcs 2016). The study presents the results of an ongoing mentoring program at NUPS, where university members provided weekly subject tutoring online for residents of child protection centers in Transylvania. The primary goal of the program is to provide a form of compensation for disadvantages and psycho-social care through the establishment of personal connections (Baráth, 2016), aiding in the improvement of academic performance for underprivileged youth. In the long term, it aims to provide opportunities for the development of coping strategies that support participants in breaking through and achieving further success (Szőtsné et al., 2007). In the spring semester of the 2022/23 academic year, three children's homes had 36 students participating in the pilot phase of the program. After methodological training, 28 mentors provided assistance. Mentoring took place weekly in the requested subjects, including related study method counseling. Among the mentors were students, university lecturers, and functional staff, Continuous methodological counseling and experience exchange were provided. Each mentor kept a progress diary. At the end of the program, individual and focus group evaluations were conducted for all participant groups. The results of the pilot research are presented in two parts. The first paper (Biro & Korpics, 2024) presented the literature review and the academic background to the programme. The second paper will present the results of the research, the discussion and further steps planned.

The negative impact of developmental risk often manifests itself as early as the formative years. Counteracting these risks and mitigating or modifying the factors that threaten optimal development seem feasible through pedagogical means. This study presents the initial results of a program whose primary goal is to support resilient functioning in preschool-aged children who exhibit at least four concurrent risk factors. Methods: The applied methods focused on assessing cognitive abilities, the frequency and severity of behavioral problems, and the perceived resilience as reported by the educators and parents. Children enrolled in the program participated in regular sessions, and the effectiveness of these interventions was evaluated through follow-up assessments at the end of the school year. Results: The findings indicated a slight but statistically significant improvement in cognitive abilities among the selected population. There was also a notable reduction in the risk of learning disabilities. Behavioral problems showed a significant decrease. According to both parents and educators, resilient functioning was significantly higher in the follow-up assessments compared to the initial evaluations. Conclusions: Overall, the program's impact can be considered positive. Although the sample size was not large and other factors beyond the sessions might have influenced the participants' outcomes, positive progress was achieved across all indicators. The program employs a complex methodological repertoire that extends beyond conventional pedagogical support services, which, based on the initial results, appears suitable for counteracting risk factors in preschool-aged children.

Poverty research in Hungary has more than a decade of experience. The issue of poverty and child poverty is one of the most prominent challenges of domestic social policy, and it is hoped that by addressing it correctly and providing appropriate services, it will be possible to reduce the recurrence of poverty. Since accession to the European Union, particular attention has been paid to specific areas of social inclusion, such as disadvantaged areas, the problem of districts to be developed and the specificities arising from social differences. One response to these territorial disparities and the resulting social challenges has been to launch services to compensate for disadvantages. In this study, we present the results of the Kistelek district municipalities of the Child Poverty Programme, with some highlighted aspects. It is also considered significant because it was a replication of an earlier survey in 2012, with data from several districts - Baktalórántházai, Bátonyterenie, Hegyháti, Hevesi, Kistelek and Szécsényi.

Providing the opportunity for integrated education has become an expectation in all public education institutions today. The success of integration primarily depends on the inclusive perspective of the institutions implementing integrated education and the institutional inclusive culture developed as a result, in which institutional leaders play a significant role. This study explored the opinions of preschool directors regarding the integration of children with special educational needs. A total of 74 preschool directors from religious, local goverment, private, and other types of institutions were contacted for the study. Data analysis was conducted both descriptively and with a mathematical statistical approach. The applied mathematical statistical methods were the chi-square test and the Kruskal-Wallis test. According to our results, the type of institution has an impact on directors' views regarding the integration of children with special educational needs. Regarding integration, 75% of directors believed that the care of children with special educational needs imposes an additional burden on preschool teachers. The results also highlighted that a lack of expertise required for integration remains a problem in preschools. The majority of institutional leaders were at least moderately satisfied with the approach of the institutions' sponsors in providing material conditions to support integration, but they were less positive about the availability of personnel resources.

The movement and the developmental of motor skills is a crucial role for every child, as motor and cognitive states and development are closely interconnected. Preschool years represent a particularly important period for motor development, as the motor skills and abilities developed during this time are decisive for the entire later life. This study addresses the characteristics of movement and the effectiveness of interventions for children with autism spectrum disorder, examined from the parents' perspective. The investigation, based on personal interviews (n=28), involved parents raising children who were diagnosed early with autism spectrum disorder. The data obtained from the interviews we were analyzed using both qualitative and quantitative methods, including frequency and content analysis, to identify recurring patterns and individual differences. Through thematic coding and categorization of responses, three main themes we were identified: 1) Characteristics of motor functions, 2) The significance of early diagnosis, 3) Development and developmental interventions. 

The aim of this study is twofold: first, to present the development, essence, and key elements of the Ovi-Sport Program, and second, to assess, through an empirical pilot questionnaire survey, the opinions of preschool teachers (n=52) from several preschools in Debrecen regarding the Program. The goal is to identify, based on the responses of the surveyed preschool teachers, the strengths and weaknesses of the Program. The research questions aimed to explore the following: the practical purposes for which the respondents use the Ovi-Sport track, whether they are methodologically prepared for the widespread implementation of the Ovi-Sport Program, and what they perceive as the main strengths and weaknesses of the Program's operation. Based on the results, it can be stated that preschool teachers generally have a positive evaluation of the existence of the Ovi-Sport Program. In addition to positive feedback, the respondents pointed out areas that they suggest require further consideration and development, such as the insufficiency of the methodological materials available in the Program, which need to be expanded and revised. Furthermore, the surveyed teachers expressed the need for additional professional training and the involvement of external experts to provide assistance.  

Over the past decade and a half, the number of studies exploring the characteristics of physical activity has increased significantly. Many scientific papers have already highlighted the positive effects of regular physical activity. In our research, we conducted an age and gender representative study of secondary school students in Hajdúböszörmény, taking into account external and internal factors influencing physical activity. We used a questionnaire survey (N=302). The questions examined, in addition to sociodemographic data, the components of physical activity, its external and internal motivational background. We used a statistical analysis program (SPSS Statistics 25.0) to organise the questionnaire data and performed the appropriate statistical tests. External factors influencing physical activity (effects of educational institutions, parental pattern, friendship pattern, income, housing, amount of leisure time) were interpreted in relation to gender and age groups within the age group, using a self-made questionnaire. The PALMS (Physical Activity and Leisure Motivation Scale) questionnaire was used to map intrinsic motivational factors (physical fitness, physical appearance, psychological well-being, personal development, social relationships, expectations of others, enjoyment, competition with others) affecting secondary school students. In our research, we looked for correlations between different motivational factors and an individual's physical activity. Identifying the extrinsic motives for physical activity is desirable to increase the effectiveness of preventive physical activity programmes. The results suggest that the effects of time spent in educational institutions (primary and secondary school) have only a small influence on the physical activity of the population studied, which may be a warning sign for professionals working in the field of physical education. The characteristics of the study sample are in line with the results of national surveys (physical activity levels, gender differences). In terms of motivational factors, it can be concluded that improving health (especially physical health) is a priority, which is particularly important as the past years have had a negative impact on the physical activity of the population of Hajdúböszörmény. The rejection of external factors is a general phenomenon, which can also be explained by the age characteristics of the persons surveyed, and may be related to a high degree of autonomy.

Between 2017-2020 I was a member in the project called „Opportunity Maker Kindergarten” (EFOP-3.1.3-16-2016-00001). It was organised by the National Educational Office. The purpose of this project is helping and supporting the kindergartens which are teaching and educating lots of disadvantaged (and roma) children. There was an important part of this work: taking an ability measurement by the kindergarten teachers. It was a special measurement, because we collected their judgements of some statement. In the study, we looked at children aged 5-7 years. The statements described the cognitive competences of children. Results were obtained in three categories (perception, thinking and imagination), in five dimensions per category, from the kindergartens participating in the project in the three selected counties. In the overall survey, kindergartens provided information on a total of 1,112 children, with the following numbers of responses in the three counties analysed: 259 in Borsod-Abaúj-Zemplén, 178 in Hajdú-Bihar and 271 in Szabolcs-Szatmár-Bereg. No significant difference was observed in the results: only in the category of perception and sensation did the data from Sablos score higher in several areas e.g. in the case of tactile and visual perception.

This study explores the conditions surrounding nap in the lives of kindergarten-aged children, focusing on both family and kindergarten environments. Recognizing that restful napping and relaxation are essential for healthy development, the research aims to identify factors that support or hinder children's nap quality. The study examines the effects of nap-related habits and practices, addressing both beneficial and detrimental influences on children's daily well-being. The goal is to uncover outdated or ineffective approaches to nap management and to promote strategies that consider the individual needs of children. By investigating the conditions of nap and rest, the study contributes to the development of nap hygiene for kindergarten-aged children. This includes providing insights that can guide parents and educators in adopting more effective methods to support children's mental health and overall well-being through proper nap routines. 

This 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.

The present study focuses on the revival of denominational education in Hungary after the nationalisation of schools in 1948.  It focuses on the decisive role played by Act IV of 1990, which created the legal and infrastructural conditions for the independent operation of denominational educational institutions. The law guaranteed freedom of religious belief and assembly, fostering the emergence of a pluralistic society that recognised the role of Churches in education. The analysis explores the relationship between social attitudes towards church schools and the political situation after the change of regime, and also examines the school takeovers in the Greek Catholic Metropolian Church. Surveys show that the reopening of church schools has received considerable public support, reflecting a nostalgic longing for pre-nationalisation educational values amid dissatisfaction with state education. At the same time, social divisions emerged, with some fearing the re-emergence of religious influence in education and others arguing for a greater role for the churches. The case study on the re-engagement of the Greek Catholic Church in education highlights difficulties such as funding and the need for consensus on educational values among stakeholders. The research draws on interviews with key figures in the Greek Catholic community and relevant literature to illustrate the nuanced dynamics at play during the transition period. Ultimately, this study contributes to our understanding of how historical context, legal frameworks and social attitudes shape contemporary educational policy in Hungary.

The analysis of community processes in peripheral local rural societies is usually described in terms of assimilation, integration and segregation. The basic motivation for the research presented in this paper was that, in my experience, the integration processes of the largest ethnic minority in Hungary can only be fully comprehended if the autonomous narratives of local communities concerning their own life situations are acknowledged as interpretations that underpin our conclusions. A field study was conducted using ethnographic and anthropological methods in two settlements in Hajdú-Bihar County. The aim was to investigate the impact of the structure of the Gypsy subcommunity's traditional heritage, its recurrent functions and the emerging revival processes on coexistence. I was looking for an answer to the question whether the traditional practices of the Roma, the use of language, the set of customs, the ethnic norms help or hinder social integration. This paper presents the results and conclusions of a research conducted in one of the settlements, in Nagyrábé. The objective of the research was to identify the factors that influence the social acceptance of local Roma communities and examine their relation to the quality of the preservation of ethnic traditions.

Workshop presentation - Roma-Hungarian Coexistence Experiences in a Kindergarten Environment in the Municipality of Vasmegyer 

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

TéT-2025/LandS-2025 Conference Call