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ON THE EDGE OF THE UNIVERSITY: THE SOCIO-CULTURAL BACKGROUND OF STUDENT BASE OF DE GYFK
19-32Views:106The ground of our study is institutional research which refers to the University of Debrecen Faculty of Education for Children and Special Educational Needs. The respondents were second-year full-time students. Our aim was to reveal what features this faculty’s students have if we compare our data to nationwide or regional empirical findings. Our empirical findings have pointed out the disadvantageous features of our students (lower rate of parents with a degree, higher rate of students from villages, etc.). These phenomena can be explained with the special social background of the training courses, the criteria of attendance, and the geographic location of the institution.
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STUDENT’S ATTITUDES TOWARDS CHILDREN WITH DISABILITY
7-15Views:549Several studies have shown that integrated education has advantages in students’ social development and accepted attitude development (Meyer, Park, Grenot-Scheyer, Schwartz & Harry, 1998). The studies about the integrated education had been traced for several decades, our research is based on the CATCH (Chedoke-McMaster Attitudes Towards Children with Handicaps Scale) questionnaire (Rosenbaum, 1985) which instrument had been used in several international studies as well (Tirosh, 1997; Vignes, 2008; Godeau 2010; Bosseart, 2011; De Laat, 2013, Schwab, 2017). Our major aim is to map the adolescent youth, their attitudes towards children with special treatment. The questionnaire was based on the three-component model of attitudes proposed by Triandis (1971). This 36-item, the self-administered scale was primarily paper-based, but our adaptation is placed on the online form. The participants of the study were 7th-grade students (N=99) The overall reliability of the test was satisfactory (Cronbach-α= 0,856). In the content analysis, we found two items that were significantly negative and four items which were not significant, those leaving the KMO= 0,809 (KMO>6), therefore suitable for factor analysis. The results show that, however in our sample, these three-component factors aren’t so clear, the test is reliable. There are some subtests that call for a revision, and we will need further researches to develop our assessment tool to make it more reliable and valid.
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THE INTRODUCTION OF THE SPECIAL TREATMENT AND DIOGNOSTICAL RESEARCH CENTRE
91-98Views:121The ‘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.
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REVIEW ABOUT THE BOOK OF "SPECIAL NEEDS EDUCATION – CHILDREN WITH EXCEPTIONALITIES"
125-127Views:205Review about the book of "Special Needs Education – Children with Exceptionalities"
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COMPARATIVE STUDY OF BODY TYPE INDEXES AND MOTORIC ABILITIES OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS (SEN) AND MAINSTREAM STUDENTS BY NETFIT SYSTEM
57-66Views:284Students with special educational needs (SEN) are participants of the Hungarian educational system. The goal of this study is to compare the body type indexes and motoric abilities of SEN students and mainstream students. Sample: n = 160 persons (80 SEN students and 80 mainstream students) from 1-8 grades of elementary school. Method: the survey of body type indexes and motoric abilities physical skills was based on the Hungarian NETFIT system (NETFIT is a Hungarian acronym of the National Unitary Student Fitness Test). Results: much more emphasis should be given to physical education lessons of SEN students because their physique indicators and motoric performances are significantly worse than mainstream pupils’.
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TWO DETERMINING MARIAS OF THE SPECIAL EDUCATION: MARIA MONTESSORI AND MÁRIA HÁRI
35-47Views:311This 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.
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THE CREATIVE USE OF PHOTOTHERAPEUTIC TOOLS IN EDUCATION
119-124Views:258The Educational Service functions in interdisciplinary teams. The services are primarily used by children with special educational needs, along with their parents and educators. The best practice was made by thinking in an integrated service model, based on solution-focused, children – and family-oriented experiences. One of the cornerstones is coaching, especially those tools, that inspire phototherapeutic self-knowledge and the solutions of problems, Points of You™ (Efrat Shani & Yaron Golan, 2007). The phototherapeutic picture – and word cards function as projective surfaces. They stimulate both of the cerebral hemispheres at the same time, causing an intentional confusion between the logical left hemisphere and the intuitive right one. That’s when the person is able to see a new point of view and have an „aha experience”. The new point of view can already lead to the recognition of new possibilities. The Educational Service of Hajdú-Bihar County introduced the phototherapeutic method to its educational practices in a lot of areas of the service, innovatively and uniquely in the country, on an organizational level. In the area of educational and psychological counseling and development, this method can be used in individual, couple, and group forms, as well. People can use it to develop themselves, it can be used with children, parents, educators, and other processes. The core institution of the Ministry of Education has been making this best practice popular for years now.
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STRUCTURES OF DATABASES FOR IMPACT STUDIES OF DEVELOPMENT PROGRAMMES IN A FREE STATISTICAL SOFTWARE: IN THE SOFTWARE ’R’
37-47Views:142In order to carry out effectiveness study of the development programs (e.g. education, children with special needs) based on mathematical-statistical methods, the following factors are important: 1) you need some basic mathematical definitions (Math et all., 2015), 2) a statistical software (e.g.: the ’R’) at a reasonable price, 3) some experience in working with this software. The ’R’ is free downloadable software (that can be applied in mathematical-statistical calculations too) which can be a very useful instrument of research of children who need special treatment. This paper provides a practical solution in connection with the last two factors and introduces language ’R’ and its possibilities.
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SPECIAL TREATMENT IN HORSE ASSISTED EXERCISE
79-89Views:231According to decision No. 1061/2012 (III.12), the Hungarian Government is dedicated to National Equestrian Programme. Riding has been an optional subject in the frame of everyday physical education for all schoolchildren in 3-4-5 classes in Hungary since September 2013. The present study gives an overview of different types of horse activities focusing on approaches that are extremely suitable for teachers, trainers, therapists, and other specialists in the course of educational, pedagogical, and developmental improvement of children. The presentation of methodology is complemented by case studies.
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HISTORY OF REJECTION AND ACCEPTANCE OF PEOPLE LIVING WITH DISABILITES UP TO THE PRESENT DAY AND THEIR SITUATION IN THE EDUCATION SYSTEM
41-49Views:164The aim of this study is to make a review on people with disabilities in terms of acceptance and rejection from antiquity till the 21st century. It also focuses on students with special educational needs based on 21 empirical studies. Teachers have debates, but the question still remains unanswered: which educational form would be better for this group of students, the integrative or the segregative?
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THE ISSUES OF TEACHING FOREIGN LANGUAGES TO LEARNERS WITH A SPECIFIC LEARNING DISABILITY
31-52Views:361To make language teaching effective, it is important to consider the forms of language teaching, especially when we talk about learners with a specific learning disability. Our theoretical paper tries to review the literature of language teaching and dyslexia. The goal of our paper is to briefly present the definitions of dyslexia as well as to describe its signs and symptoms. This paper deals with the issues of language acquisition and language teaching, focusing on the difficulties which emerge when learning English. A dyslexic learner usually has difficulties in reading and writing in his L1, their reading is slower and they have problems with reading comprehension too. Besides the possible difficulties, we also discuss the strengths of dyslexic learners as their most important compensating skills are global/holistic thinking, visualisation, creativity, and problem-solving. Our paper also deals with the regulations governing language teaching in schools and the issues of choosing the language to learn at school. In higher education and in the world of work, speaking foreign languages and having language certificates are advantages, consequently, it is necessary to have appropriate course material. Language learners with dyslexia also have to take a school-leaving exam /GCSE in a foreign language, which is why our paper also deals with the output of language teaching in schools as well as the possibilities for dyslexic candidates offered by some Hungarian language exams (ORIGO, BME, DExam, ECL) The paper also mentions the issues of course material and language course books, as well as addressing the question of inclusive teaching for dyslexic learners. We also discuss the competencies required by a Special Educator as a language teacher, as he/she can help students, not only in learning English but also in the integration process.
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ANALYSIS OF THE SPEECH PERCEPTION AND READING TECHNIQUES OF 3 AND 4 GRADE CHILDREN WITH LEARNING DISABILITY
87-107Views:269The current study focuses on the outstanding role of speech processing in the processes of reading and learning of reading. Its importance and actuality are the shaping attitudes of the special needs teachers because the study shows the causes of certain symptoms. We searched for the answer to the relationship between the speech and reading processes of 3rd and 4th-grade children with mild intellectual disabilities. We touched upon the aspects of perception, the functioning of text comprehension compared with sentence comprehension, and the different levels of reading. The experimental group consisted of 26 pupils and the control group consisted of 25 children. Both of the researched areas were studied by standardized methods: the speech process was studied by GMP-diagnostics and the reading by the reading paper of Meixner. The results show the serious delay of development of every studied level of speech processing which causes remarkable difficulty in the quality of reading and reading comprehension. All this information draws attention to the necessity of prevention and the development of speech perception in education.
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The First Steps of the Auxiliary School at the Turn of the 19th and 20th Centuries in Hungary
111-118Views:33Among 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.
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WHEN THE DRAMA IS EXPERIENCED: APPLICATION OF DRAMA PEDAGOGY IN THE HUNGARIAN LITERATURE CLASS OF MILD INTELLECTUAL DISABLITY AND TYPICAL DEVELOPED STUDENTS
47-63Views:190Practice-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.
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Review of book of "Movement therapies for children" by Zsuzsanna Papp
105-107Views:17Review of book of "Movement therapies for children" by Zsuzsanna Papp.
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TEACHERS' ROLE IN THE TALENT DEVELOPMENT
5-19Views:188This study focuses on teachers who work with gifted and talented students. Its central questions are: What are the distinctive characteristics of these teachers? How can we diagnose these characteristics? Can we develop these characteristics? What special roles have the teachers in case of talent identification and development? These questions have been in the center attention of talent education for more decades, and now, this paper gives a possible answer.
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About the book 'Reflexes, learning, and behavior - Insights into the child's mind' (recension)
111-113Views:191The reviewed book is:
Sally Goddard Blythe (2015): Reflexek, tanulás és viselkedés. Betekintés a gyermeki elmébe. Medicina Könyvkiadó Zrt., Budapest. 183 oldal ISBN: 9789632265414 -
REVIEW ABOUT DR. MÁRTA NAGYNÉ KLUJBER'S BOOK
131-135Views:172REVIEW ABOUT DR. MÁRTA NAGYNÉ KLUJBER'S BOOK
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THE USE OF ENGLISH MEDIA IN EARLY CHILDHOOD
49-57Views:165The flow of information in the digital age is facilitated not only by traditional media such as television, radio, and print but also by new media such as the internet, desktops, and integrated computers, tablets, and smartphones, etc. The presence of IT tools is quite common these days among kindergarten-aged children (3-6/7), and even toddlers can use them on a daily basis. Moreover, modern pedagogy is unthinkable without digital devices that have become integral parts of innovations such as game-based learning, media-based learning, and edutainment. There are several language schools and bilingual creches where they accept very young children and babies. It is said that parents know their child best and children spend a lot of time with their parents. In consequence, this provides an excellent opportunity for parents to raise a bilingual child even if it is not his/her first language. In our paper we are combining these two, currently, central issues: the use of English-language media and early childhood language-learning, as only limited research is available about it. We are going to present the results of empirical research carried out mainly in kindergartens in Debrecen, which focused on early second language learning and the children’s use of media. Our research has two goals, so the questionnaires asked parents about the use of foreign-language media, its content and the time children spend consuming English content. In addition, we were interested in the parents’ attitude to their children’s English-language media use. We analyzed our data in the framework of early second language learning. Our research was carried out within the Early Childhood Research Group run by the Faculty of Education for Children and Special Educational Needs of the University of Debrecen. The research was carried out between October 2016 and January 2017.
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PARTICIPATION OF CHILDREN WITH PROFOUND INTELLECTUAL AND MULTIPLE DISABILITIES IN FAMILY ACTIVITIES
83-98Views:353There are only a few studies to investigate the presence of children with profound intellectual and multiple disabilities in their home and family environment. The aim of this paper is to consider and to summarize the participation of children in family activities as to what extent they can actually be family members. "Participation" can be defined, on the one hand, as the person’s physical presence at a place or during some activity, on the other hand, as a commitment, active participation in the activity. But participation in an activity or event is only possible if the activity occurs and is also offered to children or adults. In this sense, children and adults with profound intellectual and multiple disabilities rely heavily on others. Active participation in family life may be affected, hindered or promoted by several factors, for example, the characteristics of the child, the frequency of family activities, the family income, the mother's and father's educational level, the habits, the strategies of implementation or eventually the personal assistant.
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THE ROLE OF ADVENTURE THERAPY AND ART THERAPY ELEMENTS IN FACILITATING ENCOUNTERS WITH SEVERE AND MULTIPLE DISABILITIES INDIVIDUALS
105-112Views:288The first encounter with people with severe and multiple disabilities could be highly challenging. Physical deformities of the body and face which are highly frequent in this group, lead to subconscious rejection. The lack of verbal communication makes the relationship even more difficult, thus, nonverbal methods are effective in facilitating relationship building. Methods such as nonverbal art therapies are highly popular in creating mutually empowering relationships. Common shared active and receptive artistic experiences as well as commonly solved challenges and other elements of adventure therapy helps to facilitate group processes. In this article, we refer to a pilot project: a special experience-based facultative course about facilitating encounters with adults with severe disabilities with art and adventure-based activities.
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SIBLING CARE - SIBLINGS CARING FOR ADULTS WITH INTELLECTUAL DISABILITIES
111-121Views:499The increasing life expectancy of adults with intellectual disabilities has raised new questions and challenges for families. Depending on the severity of their condition, people with intellectual disabilities need support from their families and environment to vary degrees throughout their lives. They depend on their family members, which addiction is a new problem as parents get older, and care will be the responsibility of siblings who are already living independent lives, sometimes geographically far away. Sibling care should be interpreted differently than when it is performed by a parent or a paid carer, it is more emotionally complex, its content and direction are diverse. We know not too much about sibling caregivers, we only have hypothetical answers to the questions based on a small number of studies or research in similar areas. This paper aims to provide an overview of the situation and motivations of adults who care of and take responsibility for their siblings with intellectual disabilities, and of their role and interaction of the various influences that help them understand. Getting to know siblings is necessary in order for the support system of the special education and social policy to adapt properly to the situation of the - unfortunately - barely ‘visible’ population.
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BRIEFLY ABOUT ISSUES RELATED TO DEVELOPMENTAL DYSPRAXIA
105-116Views:525Dyspraxia is hardly known to many people at all, but it is also less known for professionals as well. The questions are that - what does dyspraxia mean, is it related to developmental coordination disorder and another similar status. How many children are affected, how can it be recognized and diagnosed and how should it be managed? This paper attempts to provide a brief overview of developmental dyspraxia based on the questions. It deals with emerging terminologies, the impact of a state on different areas of ability, and associated states.
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SUPPORTING A STUTTERING STUDENT AT SCHOOL
91-104Views:294Stuttering is a disability of tempo and rhythm in the speech that students, special education teachers, and speech therapists face in their daily work. Previously, stuttering has been researched from the perspective of speech therapy and speech therapists. This research is however based on the opinions of the youngsters in question. One percent of the population are considered stutterers as per Guitar’s (1998) theory — which would mean that in Estonia, approximately 1,500 students are stutterers. Students spend a large and valuable part of their day and leisure time at school. It is therefore essential that teachers and advisors are aware and competent in providing support to stuttering students as needed. These students do not receive enough support and attention, as stuttering is considered a disability that does not distract teachers from doing their job. It can be assumed that teachers do not change their methods and systems in evaluating a stuttering student. It is nevertheless crucial that the student with the impediment feels safe and good at school and can express their thoughts in speech. The aim of this research is to find out how stuttering students cope in their school environment. The research also focuses on the experiences of teachers and support specialists in order to understand their cooperation when assisting a stuttering student.
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CHARACTERISTICS OF THE HUNGARIAN AND CROSS-BORDER FOOTBALL ACADEMY IN RELATION TO THE ROLE AND CHARACTERISTICS OF COACH
7-18Views:259Football is equally popular in and around Hungary, despite the fact that currently, Hungarian football has very few footballers who are good enough to play in internationally recognized teams. Youth trainers bear a special responsibility in talent development, as they not only have to be excellent sports professionals but also need to have a positive influence on the young players’ lifestyle, attitude and activities beyond sports. Based on the above, the purpose of the study was to explore differences and similarities in trainers’ roles among the footballers in Hungary and in the Hungarian speaking areas of neighbouring countries. It was also our goal to take age into consideration of the football academies. The study was carried out in of one the eight major football academies of Hungary, and at a football academy located in a Hungarian speaking area of a neighbouring country. In the study, we gathered data from young footballers (n=146) belonging to four age groups. We used the questionnaire method. The questions were aimed at the young footballers’ attitudes and experience about the role of their trainers. The findings show that the young players and age groups in and outside of Hungary have a different view on the work of their trainers and their influence on their life. Comparing the academies and the age groups, marked differences were found. The footballers of the neighbouring country generally tended to have a higher appreciation towards their trainers’ roles and the main characteristics of their trainers, and also there were smaller differences between the age groups in that country. In the case of footballers from Hungary, the more they approached the age of being contracted as a professional sportsperson, the more they valued the factors affecting this step; while younger footballers mostly mentioned pedagogical elements. It would be important for trainers to be familiar with these findings and tailor their work accordingly so that pedagogical work can play a crucial role in talent development.