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• REFORMING THE TEACHER TRAINING OF THOSE WHO WORK WITH CHILDREN WITH SPECAIL EDUCATIONAL NEEDS IN DEBRECEN AND SZEGED INSTITUTIONS

  7-24

  Imre Varga

  Gyula Hatos

  Views:

  128

  This study summarizes the work and significance of Dr. Sándor Náray-Szabó, who was the founder of the Hungarian special education in the 20th. century. At the end of the 19th century, Náray-Szabó (1861-1914) recognized social opportunities, and he worked in order to reform schools and the teacher training of disabled people. He was one of the founders of the modern Hungarian education system for those with special educational needs.

• Abduction in the Assessment of Special Educational Needs - Learning Disability

  31-44

  Gergő Vida

  Kálmán Sántha

  Views:

  28

  The diagnostic categories used to define learning disability are not standardized, and categorization systems are vague. This study aimed to explore the diagnostic methodology and strategies used to identify learning disabilities. The aim is to identify abductions in diagnostics in the field of special education. Interpreting diagnostics in remedial education using abduction can help identify learning disabilities more accurately. In the previous research phase, we conducted a meta-analysis of 11 expert reviews to identify abduction using fuzzy logic, fsQCA, and Boolean algebra. This study allowed for the creation of a new abductive diagnostic model. Based on these results, the reliability of the diagnostic process can be increased, and the diagnostic model can be used to detect learning disabilities or other types of problems and to identify sufficient conditions underlying a given phenomenon. Neither qualitative content analysis nor fsQCA revealed a relationship between all variables at a sufficient depth. Thus, in the present study, we moved on to Bayesian meshes, which shift and attempt to reorder previously identified variables based on conditional probability. We hypothesized that the Bayesian mesh and abduction application together may already be an efficient tool, which also anticipates the possibility of automation.

• TWO DETERMINING MARIAS OF THE SPECIAL EDUCATION: MARIA MONTESSORI AND MÁRIA HÁRI

  35-47

  Adrienn Oravecz

  Views:

  311

    This 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.

• INVESTIGATING THE WILLINGNESS TO USE ARTIFICIAL INTELLIGENCE IN EDUCATION AMONG STUDENTS OF SPECIAL EDUCATION TEACHERS

  31-45

  Zsuzsa Demeter

  Katalin Mező

  Views:

  396

  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.

• COOPERATION VS. COMPETITION. APPROACHES ON THE INCLUSION OF CHILDREN WITH SEN

  25-33

  Nicoleta Ramona Ciobanu

  Karla Melinda Barth

  Maria Cristina Florescu

  Views:

  266

  Solving 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.

   

   

   

• SPECIAL TREATMENT, 2016. Vol. 2. (3.)

  1-104

  Treatment Special

  Views:

  107

  Special Treatment, 2016. Vol. 2. (3.) - full text

• SPECIAL TREATMENT INTERDISCIPLINARY JOURNAL, 2021. Vol. 7. (4.)

  1-126

  Special Treatment Journal

  Views:

  203

  Special Treatment Interdisciplinary Journal, 2022. Vol. 8. (4.) - full text

• SPECIAL TREATMENT, 2020. Vol. 6. (4.) - FULL TEXT

  1-111

  Treatment Special

  Views:

  212

  Special Treatment, 2020. Vol. 6. (4.) - full text

• THE INTRODUCTION OF THE SPECIAL TREATMENT AND DIOGNOSTICAL RESEARCH CENTRE

  91-98

  Ferenc Mező

  Katalin Mező

  Views:

  121

  The ‘Special Treatment’ Diagnostical and Developmental Centre is a new research workshop of the Faculty of Child and Adult Education of the University of Debrecen. It was founded in 2015. This article shows the circumstances of founding, the main goals, the members and activities of this Centre.

• SPECIAL TREATMENT, 2020. Vol. 6. (1.)

  1-112

  Treatment Special

  Views:

  237

  SPECIAL TREATMENT, 2020. Vol. 6. (1.) - full text

• SEPARATE? TOGETHER? WHERE OVER?

  147-156

  Márta Trembulyák

  Petra Szabóné Pongrácz

  Views:

  97

  In 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.

• SPECIAL TREATMENT, 2017. Vol. 3. (3.)

  1-113

  Treatment Special

  Views:

  80

  Special Treatment, 2017. Vol. 3. (3.) - full text

• SPECIAL TREATMENT, 2021. Vol. 7. (4.)

  1-118

  Treatment Special

  Views:

  212

  Special Treatment, 2021. Vol. 7. (4.) - full text

• SPECIAL TREATMENT, 2019. Vol. 5. (1.)

  1-91

  Treatment Special

  Views:

  114

  Special Treatment, 2019. Vol. 5. (1.) - full text

• SPECIAL TREATMENT, 2016. Vol. 2. (4.)

  1-114

  Treatment Special

  Views:

  90

  Special Treatment, 2016. Vol. 2. (4.) - full text

• DISABILITY IN MEDICINE

  7-18

  Ildikó Pető

  Hajnalka Gere

  Views:

  315

  The present paper is the first of a two-part pair of studies exploring the relationship between medical students, doctors, medicine and disability. The factors influencing the perception of people with disabilities in different historical periods are presented, based on different models. We also analyse the development of special education from a medical perspective. The history of medical education and the role of disability studies in the medical education years will be briefly discussed. The study provides the theoretical basis for a later survey-based analysis of the „doctors” opinions, knowledge and hospital experiences with groups of people with disabilities, based on their personal and professional responses. 

• SPECIAL TREATMENT, 2018. Vol. 4. (1.)

  1-91

  Treatment Special

  Views:

  105

  Special Treatment, 2018. Vol. 4. (1.) - full text

• TEACHERS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS: WHERE WE ARE COMING FROM AND WHERE WE ARE GOING TO?

  25-40

  Roland Hegedűs

  Views:

  148

  In this article, we focus on special educational needs teacher training, geographical differences, and labor market features. Sources are the admission database of 2014, n = 965), and the Hungarian Graduate Tracking System (HGTS) of 2012 and 2013; n = 567). Result: the situation of special education teachers is very good in the labor market, they are very successful because their unemployment rate is lower than average, and their job is in connection with their university studies.

• SPECIAL TREATMENT, 2023. Vol. 9. (4.)

  1-162

  Editoral Board of Special Treatment Journal

  Views:

  86

  Journal of Special Treatment, 2023. Vol. 9. (4.) - full text

• SPECIAL TREATMENT, 2021. Vol. 7. (2.)

  1-138

  Treatment Special

  Views:

  278

  Special Treatment, 2021. Vol. 7. (2.) - full text

• SPECIAL TREATMENT, 2021. Vol. 7. (3.)

  1-119

  Treatment Special

  Views:

  200

  Special Treatment, 2021. Vol. 7. (3.) - full text

• SPECIAL TREATMENT, 2019. Vol. 5. (2.)

  1-93

  Treatment Special

  Views:

  140

  Special Treatment, 2019. Vol. 5. (2.) - full text

• Review of book of "Movement therapies for children" by Zsuzsanna Papp

  105-107

  Márta Nagyné Klujber

  Views:

  17

  Review of book of "Movement therapies for children" by Zsuzsanna Papp.

• About the book 'Reflexes, learning, and behavior - Insights into the child's mind' (recension)

  111-113

  Péter Hajdú

  Views:

  191

  The reviewed book is:
  Sally Goddard Blythe (2015): Reflexek, tanulás és viselkedés. Betekintés a gyermeki elmébe. Medicina Könyvkiadó Zrt., Budapest. 183 oldal ISBN: 9789632265414

• SPECIAL TREATMENT, 2022. Vol. 8. (3.)

  1-157

  Treatment Special

  Views:

  156

  Journal of Special Treatment, 2022. Vol. 8. (3.) - full text