Special Treatment Interdisciplinary Journal, 2026.12(2)-full text

The aim of the study was to explore the leisure time habits of students participating in adapted physical education and to examine the underlying dimensions of leisure preferences and their socio-demographic relationships. The questionnaire-based survey involved parents of 202 students from Debrecen. Data analysis was performed using SPSS Statistics 31. Factor analysis was applied to identify the underlying dimensions of leisure activities, while non-parametric statistical tests were used to examine the relationships between background variables and the identified factors. The results revealed three distinct factors: cultural, digital, and sport-oriented leisure activities. Significant relationships were found between cultural and sport-oriented leisure activities and parental educational level as well as financial status, while digital leisure activities were primarily associated with gender and age. The findings highlight that the leisure habits of students participating in adapted physical education are significantly influenced by socio-demographic factors. From a practical perspective, the study may contribute to the development of health promotion and educational programs supporting active and healthy leisure activities among children and adolescents.

The aim of the study is to provide a comprehensive picture of the relationship between mathematical attitudes, mathematical anxiety and performance, their development and the possibilities for changing them by outlining and critically analyzing the relevant literature and theoretical frameworks. Attitudes related to mathematics, such as interest, self-efficacy, perceived usefulness and anxiety, play a decisive role in student performance, school participation and career choices. Our study examines the development of mathematical attitudes and the possibilities for their development by taking into account international research results and the specificities of the Hungarian public education environment. We review the relationship between mathematical anxiety and performance, as well as the motivational and affective theories that interpret the formation of students' attitudes towards mathematics. In addition, we focus on areas of development such as autonomy and competence support, formative assessment, interventions to help with emotion regulation, as well as teachers' professional learning and institutional implementation. We use classic models of change management (Lewin, Kotter, Guskey) as an analytical framework to help embed educational innovations. We conclude that lasting improvement in mathematical attitudes can only be achieved through coordinated, evidence-based development of individual, interactional and systemic factors. The paper provides an overview of the limitations of the model, reveals hidden mechanisms of action, and proposes a methodological framework for future research.

In the study examine the causes of school dropout among students with special educational needs (SEN) in the upper grades (grades 5–8) in  public elementary schools in the Northern region of Hungay, based on the perceptions of teachers from 126 institutions.The aims of the research was twofold: firstly, to examine the factors that influence how teachers interpret the phenomenon of student dropout, and secondly, to identify the structured patterns into which these interpretations can be organized.. The findings of the present study indicate that teachers primarily attribute significance to individual factors, particularly learning difficulties, a decline in motivation, and a lack of success, while the role of institutional and structural dimensions is deemed less consequential. The cluster analysis identified four distinct interpretive patterns (multidimensionality, low achievement, ineffectiveness, and disinterest), which reflect different frameworks for understanding the problem, ranging from an individual deficitfocused approach to a complex, multifactorial interpretation. The study also reveals a significant correlation between teachers’ perceptions and institutions’ dropout rates, as institutions with higher dropout rates tend to place great emphasis on attributions based on student and family factors. The findings underscore the need for a complex, systemic understanding of school dropout, as well as the importance of shaping teachers’ attitudes and strengthening inclusive pedagogical approaches.

The development and everyday practice of health-conscious behaviour have become increasingly important in contemporary society. In the process of shaping a healthy lifestyle, the enhancement of awareness plays a key role; therefore, it is essential that education promoting regular physical activity and a health-conscious way of life begins at an early age. The aim of the present study was to explore the extent to which health consciousness and the pursuit of a healthy lifestyle are present in the lives of secondary school students in a small town, as well as to examine whether behaviours harmful to health occur in their everyday lives, with particular emphasis on the increasingly popular tobacco products. Furthermore, the study sought to investigate the influence of socialisation contexts, specifically the relationship between family background and willingness to engage in sports, and the impact of online social media applications on regular physical activity. The primary research was conducted using an online questionnaire survey to students in grades 9–11 (n = 69) at Derecske I. Rákóczi György Secondary Grammar School, Technical School, and Dormitory. The survey assessed students’ attitudes toward a healthy lifestyle. The findings indicate that students at the investigated secondary school are familiar with the key components of a healthy lifestyle and strive to incorporate them into their everyday lives. The family, as the primary socializing environment, appears to have a significant influence on their health consciousness. Health-risk behaviors such as smoking, alcohol consumption, and illicit drug use were not characteristic of the respondents. In contrast, the consumption of unhealthy foods, including fast food and sugar-sweetened beverages, was reported to be common among the participants. The impact of the internet and media on sporting habits was found to be substantial, with these factors exerting a predominantly negative influence on adolescents’ willingness to engage in regular physical activity.

This paper presents selected findings from a study examining the autonomy and self-determination of adults with disabilities. In a previous publication (Kompár & Balázs-Földi, 2025), we reported findings related to self-identification, decision-making and responsibility-taking, as well as independence in activities of daily living. The present study focuses on interpersonal relationships, particularly friendships and intimate partnerships, as well as employment and housing. The research investigates the realization of autonomy from the perspectives of both persons with disabilities and their caregiving family members, primarily mothers. Drawing on semi-structured interviews, the study explores opportunities for establishing and maintaining friendships and intimate relationships, family members’ perceptions of these relationships, and attitudes toward sexuality. In addition, it examines participants’ employment and housing opportunities and their future aspirations in these domains. The findings suggest that persons with disabilities experience limited autonomy, particularly in relation to sexuality and intimate relationships. Family members’ attitudes toward employment are characterized by caution and ambivalence, while considerable uncertainty surrounds future housing arrangements. Perceptions of disability continue to be dominated by an ability-centered and deficit-oriented perspective.

This study analyzes access to education and public services for persons with disabilities in Hungary, with a particular focus on students with special educational needs (SEN), within the framework of the historical evolution of human rights generations. It provides a comprehensive review of the latest legal frameworks—including the Act on National Public Education (Nkt.), the Act on the Rights of Persons with Disabilities (Fotv.), and the Decree on Settlement Planning and Building Requirements (TÉK)—as well as the strategic directions of the National Disability Program (2026–2036). The author illustrates the progression from basic civil liberties and social security toward complex special education service delivery, emphasizing the critical role of the paradigm shift in achieving full-scale inclusion.

In higher education, managing student heterogeneity and implementing learning organization solutions tailored to individual learning needs are becoming increasingly challenging. This study presents a pilot methodological development based on the use of a method called the “learning menu” at the Faculty of Education for Children and Special Educational Needs at the University of Debrecen, within the framework of the course titled “Active Exploration of the External World.” The goal of this development was to create a learning environment that simultaneously supports differentiation, student autonomy, and active learning. The learning menu was designed to allow students to choose from a variety of tasks of varying difficulty levels, tailored to different learning styles and preferences. The method allows for individualized learning paths while ensuring that common goals are not lost. The study presents the theoretical background of the method, its practical implementation. The feedback and the reflections of the involved students and the instructors are also presented. The results suggest that the learning menu contributed to increased student activity, motivation, and autonomy, and supported differentiated learning organization even in larger student groups. Based on these findings, the method shows promise for adaptation in other teacher-training courses; however, its implementation requires careful planning and significant preparatory work on the part of instructors.

The present study outlines the theoretical framework of a broader research project designed to explore the relationships among creativity, generativity, and public park use. The research examines the park-use habits, needs, creativity, and generativity of individuals and their social groups in two community parks in Budapest. This study examines creativity in relation to values (natural environment, creativity, generativity, safety, justice, freedom, leisure) from both vertical and horizontal perspectives.

Understanding why students pursue academic tasks and how confident they feel in their ability to succeed are among the most consequential questions in educational psychology. This narrative review examines the relationship between achievement goal orientation (AGO) and academic self-efficacy by tracing the theoretical origins of both constructs and synthesizing the empirical literature over four decades and multiple educational contexts. Drawing on achievement goal theory, in particular the 2x2 framework proposed by Elliot and McGregor (2001), and Bandura's (1977) social cognitive theory, this review argues that the type of goal a learner pursues has differential, meaningful, and empirically predictable consequences for the strength and stability of that learner’s confidence in their own academic capabilities. Mastery-approach goals are consistently and robustly associated with enhanced self-efficacy across educational levels and subject domains. Performance-avoidance goals are reliably linked to diminished efficacy beliefs and maladaptive motivational cycles. Performance-approach goals occupy a more contes-ted position in the literature, with findings varying as a function of initial ability level, measurement instrument, and social comparison context. Mastery-avoidance goals, though theoretically distinct, remain understudied. Chief among these gaps is the near-absence of research from sub-Saharan African and other developing-country, where motivational dynamics may differ substantially from the Western university samples that dominate the field. A conceptual model integrating both constructs is proposed to guide future empirical and intervention research.

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Social 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.