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• BRIEFLY ABOUT ISSUES RELATED TO DEVELOPMENTAL DYSPRAXIA

  105-116

  Ildikó Pető

  Views:

  531

  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.

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

  111-118

  Imre Pornói

  Views:

  43

  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, 2017. Vol. 3. (2.)

  1-122

  Treatment Special

  Views:

  136

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

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

  1-140

  Journal of Special Treatment

  Views:

  219

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

• PARTICIPATION OF CHILDREN WITH PROFOUND INTELLECTUAL AND MULTIPLE DISABILITIES IN FAMILY ACTIVITIES

  83-98

  Ildikó Pető

  Views:

  360

  There 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.

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

  1-104

  Treatment Special

  Views:

  138

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

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

  1-126

  Special Treatment Journal

  Views:

  208

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

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

  1-111

  Treatment Special

  Views:

  234

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