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• SPECIAL TREATMENT, 2015. Vol. 1. (4.)

  1-105

  Treatment Special

  Views:

  144

  Special Treatment, 2015. Vol. 1. (4.) - full text

• SPECIAL TREATMENT JOURNAL, 2024. Vol. 10.(SI)

  1-183

  Editoral Board of Special Treatment Journal

  Views:

  66

  Journal of Special Treatment, 2024. Vol.10.(Special Issue) - full text

• SPECIAL TREATMENT, 2017. Vol. 3. (2.)

  1-122

  Treatment Special

  Views:

  106

  Special Treatment, 2017. Vol. 3. (2.) - full text

• SPECIAL TREATMENT, 2022. Vol. 8. (2.)

  1-167

  Special Treatment

  Views:

  115

  Journal of Special Treatment, 2022. Vol. 8. (2.) - full text

• SPECIAL TREATMENT, 2018. Vol. 4. (2.)

  1-98

  Treatment Special

  Views:

  122

  Special Treatment, 2018. Vol. 4. (2.) - full text

• SPECIAL TREATMENT, 2018. Vol. 2. (2.)

  1-110

  Treatment Special

  Views:

  85

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

• SPECIAL TREATMENT, 2019. Vol. 5. (4.)

  1-87

  Treatment Special

  Views:

  128

  Special Treatment, 2019. Vol. 5. (4.) - full text

• 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

  17-24

  Laura Bochiș

  Maria Cristina Florescu

  Mihaela Indrieș

  Views:

  174

  The 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.

   

• EVERYDAY ACTIVITIES TO HELP INTEGRATION IN PETHŐ INSTITUTE IN HUNGARY AND ABROAD

  49-64

  Adrienn Oravecz

  Views:

  146

  This paper will present András Pető, the father of the conductive pedagogy, his method, and his institute. His new rehabilitation method gave a chance to motor disordered children and adults to learn how to adjust to society and cope with daily challenges in spite of their physical disadvantage. He established his institute after World War II in 1945, and the institute was named after him and became nationally and internationally well-known as Pető Institute.

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

  1-107

  Treatment Special

  Views:

  134

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

• Special Treatment, 2024. Vol.10.(1)

  1-136

  Editorial Board of Special Treatment Journal

  Views:

  73

  Journal of Special Treatment, 2024.Vol.10.(1) - full text

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

  1-113

  Treatment Special

  Views:

  80

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

• SPECIAL TREATMENT, 2022. Vol. 8. (1.)

  1-140

  Journal of Special Treatment

  Views:

  213

  Journal of Special Treatment, 2022. Vol. 8. (1.) - full text

• MUSEUM PEDAGOGICAL WORKSHOP IN THE LIGHT OF THE IPOO-MODEL

  27-35

  Fruzsina Aranyi

  Views:

  132

  With the spread of the visitor-friendly museum approach the professionals of the museum strive to address a visitor layer as wide as possible. It requires the professional interpretation of exhibitions for different ages. Thus, both the role of museum pedagogues and the museums as non-formal education space are appreciated increasingly. However, the nature of an exhibition also may be influenced in certain cases by the structure of the exhibition space. The Literature House of Debrecen is a long straight space divided into five smaller units, in which the permanent literature exhibition of Dreaming Hungarians can be found. The periodical exhibition with the title of ’REJTŐzködő Irodalom’ appeared in this space in a scattered way. The character of the exhibition space provided an excellent possibility for a mosaic layout and in this way for a gamified museum pedagogical activity. In our study, this method is examined in the light of the IPOO-model. The aim of the method is how to make the learning more efficient and it can also be used in an excellent way in the non-formal education environment where learning covers the presence of pieces of information conveyed by the exhibition.

• The Discourse on Hygiene in Relation to the Role of Public Teachers in the ’Néptanítók Lap’ between 1922–1924

  7-17

  Tamás Frank

  Views:

  32

  The Covid epidemic has highlighted that the health care system alone is not enough to tackle a pandemic affecting a large population. In addition to medical and public health activities, there is also a need for educational activities in the education subsystem, involving the professionals involved. This is why it is important to look at the issue of health education in schools from a historical perspective, given the epidemics of our time. In the turbulent social and political environment following the First World War, public health was a less favoured area for policy-makers, while the physical and psychological trauma of soldiers returning from the war and the health of those left behind was a serious problem. The virulent Spanish flu, which affected millions of families across Europe, the devastating tuberculosis in our country, but especially the diphtheria and influenza, which were dangerous for children, posed a serious challenge to the scientific and educational scene in Hungary. The spread of a healthy lifestyle and education was not helped by the environment of schools (attitude of the maintenance staff, quality of the built environment, sociocultural tradition of the rural population, rapid spread of urban life). The alternative health approach and the life reform movement, although sporadically emerging in the period, did not appear in the mainstream of pedagogy, and health education progressed slowly, while, for example, child mortality, which is also linked to the health-conscious behaviour of parents, was blatantly high. The appointment of Kuno Klebelsberg as minister (1922) can be seen as a paradigm shift, as he is not only exposed as a minister with considerable experience in state administration, but also as a conceptual cultural politician who understood the challenges of education and popular education at the micro and macro levels. In our research, we analysed the relevant issues of the People's Teachers' Journal - a standard-setting publication of the Ministry of Education and Religious Affairs, which serves as a guide for teachers in practice - using qualitative thematic content analysis. The selected period: 1922–1924. Our questions are: how is the situation of school health reflected in the journal? What roles and tasks do and would policy-makers delegate to the folk teachers? What extracurricular tasks do they assign to teachers in the field of health education? Are there any patterns in the discourse in relation to school leaders? How have the teachers' organisations received it and what suggestions have they made to policy-makers and practitioners?

• SPECIAL TREATMENT, 2019. Vol. 5. (3.)

  1-120

  Treatment Special

  Views:

  109

  Special Treatment, 2019. Vol. 5. (3.) - full text

   

• SPECIAL TREATMENT INTERDICIPLINARY JOURNAL, 2023. Vol. 9. (1.)

  1-210

  Special Treatment Journal

  Views:

  173

  Special Treatment Journal, 2023. Vol. 9. (1.) - full text

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

  1-111

  Treatment Special

  Views:

  212

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

• SPECIAL TREATMENT, 2015. Vol. 1. (3.)

  1-90

  Treatment Special

  Views:

  129

  Special Treatment, 2015. Vol. 1. (3.) - full text

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

  1-91

  Treatment Special

  Views:

  114

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

• The First Steps of the Auxiliary School at the Turn of the 19th and 20th Centuries in Hungary

  111-118

  Imre Pornói

  Views:

  33

  Among the public education efforts at the end of the 19th century, the compulsory school attendance. There were a significant number of compulsory school children whose physical and mental condition did not allow them to attend public schools. For them, they also looked for opportunities at the international level that would help them become useful members of society. This was provided by the auxiliary school for disabled children. At the turn of the century, the need for this became clear not only to professionals, but also to the government. The pedagogical press of the turn of the century also dealt with the admission possibilities of these students, the training of their teachers, their teaching methodology, and their future employment opportunities.

• 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. (4.)

  1-118

  Treatment Special

  Views:

  212

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

• SPECIAL TREATMENT, 2018. Vol. 4. (3.)

  1-121

  Treatment Special

  Views:

  145

  Special Treatment, 2018. Vol. 4. (3.) - full text

• 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.