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• BRIEFLY ABOUT ISSUES RELATED TO DEVELOPMENTAL DYSPRAXIA

  105-116

  Ildikó Pető

  Views:

  494

  Dyspraxia 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.

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

  49-64

  Adrienn Oravecz

  Views:

  127

  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.

• MONITORING AND SUPPORTING THE DEVELOPMENT OF CHILDREN AND YOUNG PEOPLE IN THE UNITED KINGDOM

  69-77

  Judit Tánczos

  Views:

  81

     Development is a continuous process influenced by several factors. If practitioners would like to ensure children's and young persons' optimal social and emotional development and school performance, they have to monitor both development and academic achievement from early childhood until the age of 19. In the UK, more than one million children struggle with speech, language, and communication problems so early identification is of vital importance. If identification is missed or late, it may have detrimental effects on the child’s or young person’s psychological, mental, and physical health. Multi-agency teams work in collaboration in order to provide relevant help to those in need.

• SPECIAL TREATMENT, 2017. Vol. 3. (4.)

  1-95

  Treatment Special

  Views:

  97

  Special Treatment, 2017. Vol. 3. (4.) - full text

• Intersectionality as a Theoretical Framework to Study Migrant Workers’ Lived Experience with Inequalities and Social Positioning

  135-144

  Manh Kha Tran

  Views:

  33

  Intersectionality depicts the intricate interplay of various social categorizations in shaping the experiences of individuals or communities rather than single categorization alone. This article attempts to introduce intersectionality as an essential theoretical framework for research and analysis of migrant workers' lived experience with social inequalities, and at the same time, their social positionings. Initially a critique of academic feminism from a Black activist and more inclusive perspective, intersectionality has been quickly adopted by researchers from other fields as a framework due to its usefulness in researching inequalities. By tracing intersectionality back to the context where Crenshaw coined the term, together with the presentation of its key proponents and analyses of two case studies, this article hopes to shed light on the way intersectionality can be an essential tool to explore the way migrant workers employ their multiple and intersecting identities to seek upward social mobility.

• A CASE STUDY OF TEACHING ENGLISH IN KINDERGARTENS SINCE 1989 – A NORTH-EAST HUNGARIAN CITY

  127-137

  Magdolna Nemes

  Views:

  36

  In our paper, we deal with the significance of learning languages at an early age. The research aimed to explore how the teaching methods employed in kindergartens have altered with the change of the political regime in 1989–90. A case-study was conducted using semi-structured interviews (n=7) with early childhood educators and language teachers in 2016/2017. Oral history method was used because no written material was produced. Based on information we received from the informants and local authorities, early English activities were available in 68% of kindergartens in the North-East Hungarian city when the research was undertaken. The number of kindergartens which organize playbased foreign language practices has been increasing since the 1990s. In the beginning, providing educational personnal was the most difficult task. Using audio-visual devices and props has been highly important, and Early Childhood Educators have been doing their best when working with children aged 4–7. However, there are differences too, due to the development of technology. 

• THE DONKEY DIED, THE SNAKE (ALMOST) SURVIVED KUWAITI FOLKTALES, WHAT HAPPENED TO HEMARAT AL GHAYLA AND NESÓP?

  159-172

  Kinga Németh

  Views:

  60

  The current paper is based on the conception that Kuwaiti people are forgetting their stories and it is largely down to the fact that the new generation of Kuwait hardly remember the fictional figures of the Tantal, Al Seolu, Sehaila Um Al­Khalajeen, Um Al­Sa’af Wa­Alleef, Al­Duaidea, Bu Darya, which is mainly due to historical and social background. The article intends to dwell on these types of stories and their meaning, focusing on the moral context, as well.

• THE ISSUES OF TEACHING FOREIGN LANGUAGES TO LEARNERS WITH A SPECIFIC LEARNING DISABILITY

  31-52

  Magdolna Nemes

  Views:

  328

  To 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.

• THE PROBATION SERVICE’S ENFORCEMENT AND EFFICIENCY IN THE VIEW OF JUVENILE OFFENDERS

  49-61

  Fanni Molnár

  Views:

  98

  This study investigates the probation service system on a theoretical level and its’ efficiency in the view of juvenile offenders on a practical level. In this qualitative research, we made semi-structured interviews with 10 youthful protegees and 15 underaged from the reformatory, who has already been part of the probation system. We discuss parts of the research that are adequate on the subject of the study. Based on the interviewees’ experiences of the probation service we tried to collect suggestions to increase the efficiency of the probation service.

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

  111-118

  Imre Pornói

  Views:

  19

  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.

• SETTLEMENT AND SCHOOL: LOCAL EXPERIENCES OF AN INTEGRATION PROGRAM - CASE STUDY

  19-39

  Péter Csaba Kocsis

  Views:

  150

  Efforts to eradicate Roma settlements in Hungary the EFOP-1.6.2 project provided resources for small settlements for the resolution and elimination of segregated life situations in the 2013-2020 EU programming period. The program provides opportunities for local needs-based developments through a complex intervention system in the settlements. One of the keys to the success of the programs may be the development and operation of local collaborations. In the study, we examined how previous educational integration practices related to the segregation program in a settlement.

• THE REPRESENTATION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN CONTEMPORARY CHILDREN’S BOOKS – USING THE EXAMPLE OF THE GUARDIAN ANGEL, SIMI AND THE MESSY LETTERS, AND CSONGOR MIHÁLYI AND THE TIME PLASTICINE

  67-82

  Hermina Gesztelyi

  Views:

  69

  The present study focuses on contemporary children's books that reflect some form of special educational need. Since recently there has been an increase in the number of books on topic available in the children's book market, with publishing series, issuing the difficult life situations and on the presentation of ’otherness’, including learning disabilities, it is of great importance to take a glance at these publications. In this essay, my aim is to focus on how the texts are written and the language of representation. In particular, I will pay attention to the illustrations, which make a crucial part of the experience of reception and interpretation. With this analysis, my aim is to show how concretely or abstractly a particular educational need can be represented, whether it reinforces stereotypes or not, and how this may impact the connection to the phenomenon. The analysis of the texts also provides an opportunity to validate different attitudes, behaviours, and perspectives, and can thus contribute to sensitisation. The presentation of specific educational needs, with its positive or negative connotations, and the phenomenon of positive discrimination, are closely linked to methodological possibilities and practical implications of interpreting the texts. Here it is worthcalling attention to the concepts of helpful books, sensitisation and prevention, the relationship between these terms and literature, and reflecting on the close connection of the aesthetically shaped texts to these problems. Accordingly, the paper will first aim to explore the concept of special educational needs, then it will present its types to point out the difficulties of definition, the different approaches, and to define its own terminology. Similarly, this paper will take into account the terminology of literary studies and the perspectives relevant to this thesis. This will be followed by the analyses of the three preselected volumes which on the one hand ask whether the books are appropriate for the age group they are aimed at, while, on the other hand, they concern the possible directions for future methodological inquiries. Finally, the conclusion part summerises the results of the study and the controversies surrounding the presentation of the subject in children's books.

• FIRST-GENERATION YOUNG PEOPLE'S CHANCES OF OBTAINING A DEGREE BASED ON A LARGE SAMPLE ANALYSIS

  17-30

  Veronika Bocsi

  Views:

  76

  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.

• SIMPLE GAMES FOR TEACHING FOREIGN LANGUAGES TO LEARNERS WITH LANGUAGE-BASED LEARNING DISABILITIES

  121-134

  Magdolna Nemes

  Views:

  219

  Teaching languages to learners with dyslexia is a challenge for the language teacher since preparing materials for Multi-sensory Structured Learning Techniques (MSL) is time-consuming and costly. In our paper, we present simple teaching aids that are appropriate, mostly for upper-primary English lessons (Grade 4–8). The paper does not discuss possibilities offered by ICT tools, focusing on manipulative tasks only. First, we present techniques without writing (e.g. TPR), then we present tasks and ideas that require writing in the areas of developing spelling, vocabulary and speaking. In addition, we discuss the development of listening and writing skills. 

• BETWEEN APPLIED AND PRACTICING ANTHROPOLOGY: A CASE STUDY OF INTENTIONAL COMMUNITY MAKING

  Trime Halili

  Views:

  127

  This paper briefly observes the journey of this segment of the discipline of Anthropology as such, as well as the impact the social-political as well as cultural reality, had on it historically (Bennett, 1996). Furthermore, it is of great interest to distinguish, referring to scholars preoccupied with this part of the field, between academic, applied and action or practicing anthropology and its importance today (Nolan, 2003; 2013; 2017).

• CHILD CONCEPTION AND CHILDHOOD NARRATIVES IN THE LIGHT OF CRITICAL PEDAGOGY, CHILDHOOD SOCIOLOGY AND NARRATIVE PSYCHOLOGY

  41-52

  Renátó Támba

  Views:

  154

  In my thesis I attempt to define the basic concepts of the historical research of child conception and child perception, I try to emphasize the significance of narratives of childhood, and I point to the connection between the child conception, child perception, and the narratives. In the Hungarian pedagogical press, there aren’t yet carefully developed definitions, theoretical approaches regarding the researches of child conception and child perception, and that’s why we have to review that subject.  My study contains three main parts. In the first chapter I review the connections between the everyday pedagogical attitudes or perspectives and the child ideologies, then I analyze the relationship between the development-based pedagogy and the everyday pedagogical discourses, but I attempt to define the contemplative pedagogical attitude too. In chapter II I outline the concepts of child conception (child image) and child perception, and I point the relation between these concepts and the narratives of childhood. The last chapter is a summary with practical aspects, but I don’t show the paradigms of childhood history. In my theoretical overview, I try to answer that question: what kind of resources, components we can find in the different pedagogical views, and how to do these works under our researches. In my view, the child ideologies determine the pedagogical discourses of the different ages, and instead of the totalizing child conception of development-bases pedagogy we try to find new paradigms, e. g. the narrative psychology, the critical pedagogy and the new childhood-sociology, therefore these paradigms are more efficient for the child-rearing practices and our researches. Namely, we can’t vocalize the children’s perspective by the comparison to the adult gauge, therefore we prefer the contemplative, narrative methods, which leave open the frame of interpretation (reference).

• SPECIAL TREATMENT, 2021. Vol. 7. (1.)

  1-126

  Special Treatment

  Views:

  238

  Special Treatment, 2021 Vol. 7. (1.) - full text

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

  1-119

  Treatment Special

  Views:

  193

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

• THE “LADIES IN SCIENCE 2020/2021” PROJECT

  137-138

  Katalin Mező

  Lilla Dóra Mező

  Views:

  112

  Workshop Report on the “Ladies in Science 2020/2021” project.

• RIGHT TO LIFE IN HUNGARY AND IN THE EU: THE EVER-TROUBLESOME ISSUE OF ABORTION

  83-90

  Ferenc Zoltán Simó

  Views:

  379

  In relation to one of the human rights, right to life, most frequently there are, at least, two challenging fields might be brought up, one is death penalty, and the other is termination of pregnancy or abortion. If one intends to comprehend how abortion has been dealt with historically in the western legal tradition one must first come to terms with two quite different but interrelated historical trajectories, the ancient Judeo-Christian condemnation of prenatal homicide as a wrong justifying retribution; and, there is the juristic definition of "crime" in the modern sense of the word.

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

  1-93

  Treatment Special

  Views:

  119

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

• WINDMILL FIGHT? THE SITUATION OF BESD STUDENTS AND THEIR PARENTS AND TEACHERS IN THE VIEW OF INTERVIEWS WITH DEVELOPMENT TEACHERS

  113-124

  Regina Sávai-Átyin

  Views:

  273

  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.

• „SO THAT WE CAN SEE CLEARLY...!” BLIND YOUNG AND ADULT PEOPLE'S PSYCHOLOGICAL EXAMINATION FROM DIFFERENT POINT OF VIEWS

  21-45

  Ádám Balogh

  Views:

  143

  This study focuses on the attachment style and anxiety of blind persons in connection with segregating and integrating types of schools, and the age and mode of losing their sight.  Sample: 86 blind people (48 female and 38 male, mean age are 37,4 years; SD = 15,4 years), 50% of sample learned in a segregated school, and 50% of them learned in integrated school during their school years. Methods: Relationship Scale Questionnaire, Beck’s Anxiety Inventory, questions about schools, and age and mode of losing sight. Results: blind people show a higher rate of avoiding attachment. There is no significant difference between segregated or integrated education and attachment style and anxiety. The age and mode of losing sight have no effect on these variables.

• THEORETICAL RELATIONS BETWEEN SPEECH PROCESSING AND NOTE-TAKING PROCEDURES

  7-15

  Veronika Schéder

  Views:

  137

  This paper makes an effort to reveal the complex mechanisms by which the human brain operates when a person - by using various note-taking techniques - intends to create visible and lasting notes on spoken words, simultaneously with the speech (the contents of school or work presentations, or various discussions, etc.). This study describes the hierarchical procedure of speech processing (from hearing to perception), and also the parameters that may affect, impede, or perturb these operations.

• THE MAIN CHARACTERISTICS AND ACTION OF HUNGARIAN SPORTS POLITICAL, FROM 1945 UNTIL THE CHANGE OF THE POLITICAL REGIME AND THE FOLLOWING YEARS, ESPECIALLY IN THE AREA OF FOOTBALL

  19-33

  Dávid Rábai

  Views:

  319

  The aim of our present theoretical study is to explore and present the sport policy measures and marketization processes within the Hungarian sport and football that started and has been going on as a result of neoliberal thinking in our country since the change of the political regime (1989/90). In our paper, we are looking at these potential causes based on the research findings and studies that have emerged in this topic. Our goal is to find the events that triggered changes from 1945 onwards, which could have led to changes in the sport policy processes and possible paradigm shift. Our goal is to focus on the sport of football in sports politics and to look for links in connection with the football academies.  Our study has several chapters. In the first major part, we review the situation of the Hungarian sport in the light of sport policy changes from 1945 until the change of the political regime and the following years. In the second major chapter, we survey the major sports policy measures and related changes in football during the same era. In the third subsection of this chapter, we discussed the major political changes in football academies in a separate subchapter. As a result of our research, it has turned out that the change of the political regime brought up significant political changes both in sports and properly in the field of football. The major change could be the marketization process with which our country's football started to follow western patterns. The widespread dissemination of football academies can be explained with a set of political decisions. Even though they have been working for almost 17 years in Hungary they can not fully justify their legitimacy.