Journal of Special Treatment, 2023. Vol. 9. (2.) - full text

The study examined the influence of parental care on the academic achievement of students with physical impairment in Kwara state. The study adopted a descriptive survey of a correlational type. All students with a physical impairment in Kwara State were the population of this study while 185 students with a physical impairment who were selected through snowball and purposive sampling techniques constituted a sample for this study. A researcher-designed instrument titled: “Influence of Parental Care on Academic Achievement Questionnaire” (IPCAAQ) was used to collect data from the respondents. The data collected were analysed using percentages for demography data and main research questions, Pearson Product Moment Correlation (PPPC) statistical tool was used to test the hypotheses at 0.05 level of significance. The finding of the study revealed that the majority (87.6%) of the students with physical impairment experienced positive parental care and that more than half of the students with physical impaired have high and average levels of academic performance. A significant correlation between parental care and academic achievement of students with physical impairment in Kwara state. In addition, a significant relationship was found between the parental care and academic achievement of male and female students with physical impairment irrespective of their age group. Based on the finding, it was recommended that counsellors should intensify efforts on encouraging parents to show caring for their children with any form of disability in order for them to have good academic achievement.

Thy system of higher education can be analysed from the aspects of inequalities. The chance of attendance, the achievement, the phenomenon of drop-out, and types of training programs are approached from the students’ social background. Our analysis focuses on the chance of graduation of first-in-family people. The relatively rigid feature of Hungarian society and the lower mobility rate create a specific background for our research. Hungarian Youth Survey 2016 and 2020 databases were used during this analysis and we separated the subsample of young people between 25 and 29 (N²⁰¹⁶= 2906, N²⁰²⁰=2874). We try to discover the patterns of parents’ educational reproduction, describe the features of first-in-family people, and identify those factors which can form the chance of graduation. A binary regression model was run by us in which the dependent variable was the obtaining of a degree and the list of independent variables contained socio-demographic variables (sex, type of settlement, the economic situation of the region, economic situation, parental educational level, the type of parental profession), different life events (crises, the number of children, etc.) and the identification with the parental lifestyle. With these results, we can identify such an intersectional life situation (being a woman, habitation in cities, more favourable economic situation, mother’s white collar work, medium parental educational level, without children) in which the chance of graduation is higher.

Goal: Artificial intelligence-based systems, tools, and services have penetrated all areas of life, including education. The aim of this study is to find out the views of future special education teachers on the use of artificial intelligence (AI) in education. Method: In research, we surveyed n= 157 students in special education teachers with a questionnaire survey. The results were evaluated by mathematical statistical analysis using SPSS software.  Within the software, cross-tabulation analysis, χ² test, and frequency analysis were used. Results: only a very small percentage (18.5%) of the prospective special education teachers had encountered tools based on AI and applications during their previous studies. They will prefer to use AI tools outside classroom activities. There is no significant difference in the willingness to use AI in relation to age, 59.7% of those under 24 years and 65% of those over 24 years consider AI tools necessary in special needs education.  However their knowledge about AI applications, tools, and possibilities is very uncertain and limited, and therefore there is a need for a wide dissemination of AI education.

Practice-oriented teaching for children with mild intellectual disabilities is used interchangeably in the study, therefore the investigation presented in this study looks for the answer to how children evaluate a lesson in which they work with dramatic methods. Due to the comparison, three classes - a special education class, an integrative class, and a mainstream class - processed Aiszóposz: Mice and Cats using the methods of drama pedagogy. During the investigation, questionnaire data collection and participant observation were carried out. From the results, it can be concluded that the children in all three types of classes rated the lessons with drama pedagogical tools better.

Social 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.

In the study, we investigate the storytelling chair, a pedagogical tool of Step by Step, a popular alternative educational format in Romania, using Basil Bernstein's theory of language codes. During the qualitative research conducted in the spring semester of the school year 2021/2022, we conducted observations and semi-structured individual interviews in a Hungarian-speaking school in Partium (Romania) with primary school teachers who use the storytelling chair every day (n=11). The interviews showed that the storytelling chair has elements that are characteristic of the elaborated code. The pedagogical tool under study dissolves the situational nature of comprehension, the children tell the story as the only one who knows it, thus playfully encouraging them to communicate their experiences to the class through a variety of linguistic means, while giving them the space to express themselves freely, without the "I" being subordinated to the "we". The storytelling chair brings the symbolism of home and school closer together, and language can help them build a bridge between the two worlds.

The paper explores a topic that affects everyday life: the encounter between doctors and patients with disabilities. The aim of the research was to find out how doctors and medical students think about disability, people with disabilities, and their encounters with them, in the course of their work. Despite the fact that age, the number of years spent in practice, and the areas of specialisation of the 10 interviewees present varied pictures they express many similar opinions in their responses. The responses point out that during their university years, they had heard little about the different aspects of disabilities in theoretical classes and during their practice so they really only had everyday knowledge and stereotypes about their disabled patients. The question arises: can doctors with a high social prestige set a positive example to the rest of society when it comes to the treatment of people with disabilities? The question then goes on to raise the need for a wider study, which should include other health professionals.

Nowadays, there is a strong focus on students with learning and behavioural difficulties, both internationally and nationally. Their growing number year by year is challenging teachers to develop their skills and to learn new methods to alleviate or eliminate the problems these students are struggling with. Numerous studies have focused on the underlying causes of the achievement of the average student, while relatively little research has examined the individuals and factors that influence the achievement of students with BESD. This study analyses one interview with a focus group and five semi-structured interviews with teachers of development. The current exploratory interview study focuses on the role that developmental teachers and teachers play in the educational lives of students with these difficulties, and whether the parents of these students are more involved in their school education than parents of average students.

   It is a generally accepted fact that every child follows a different pace of development. The main protagonists of participation in physical education and physical activity are the children and the teacher. Active participation in physical education and physical activity can be a challenge for children with special educational needs (SEN), and adapted physical education and maintaining physical activity can be a challenge for teachers. The focus of the article is the physical activity of children with special needs and the methods that help them develop an active lifestyle. The study emphasizes the importance of adapting physical education and using individualized programs in order for all children to successfully participate in physical education activities. However, the topic is not new, and the author points to foreign and domestic research that examines the importance of regular physical activity for children with special needs. What is new, however, is that the article examines the topic from the child's perspective and focuses on solutions. The announcement highlights a permanent process to ensure that all children can successfully participate in physical education activities. The article discusses in detail the possibilities of adapting physical education and physical activity, which satisfy the unique needs of children with SEN, which affect the following topics: characteristics of children with SEN, the importance of physical activity, adapted physical education programs, treatment of problems in the psychomotor area, ensuring successful participation, as well as modification options and suggestions.

The current paper intends to present the empirical results related to one element of a complex pedagogical anthropological research. In the course of our research, we analyzed how the educational characteristics of Roma families in the Romungro community of Tiszabercel interact with other factors influencing school progress. We tried to map the extent to which certain sociocultural factors (educational level, workplace, housing conditions, gender and age) influence parents' attitudes towards school. Regarding the methodological apparatus of our research, we relied on qualitative research methods. In addition to field research and participant observation, we conducted semi-structured interviews (n=12) with parents belonging to the local Roma community.

This article gives a short introduction to the board game "Innovations for sustainable development" and the project "T.É.M.A." (NTP-INNOV-22-0095) of the Kocka Kör Association (Hungary) in which frame this game is born. This board game aims to inspire innovative thinking in the area of sustainable development. The winner is who can play, learn and create ideas during interactions with others. By stimulating innovative thinking, the board game can be a tool for talent development.

Review of Róbert Erdei's Book 'Resilience and Starting School' (2022).

The place of the kindergarten with the Hungarian-speaking roma/gypsy cultural education in the system of nationality education - workshop