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FINANCIAL, SOCIAL AND SPORTING ASPECTS OF DEAF SPORTS WORLDWIDE
71-83Views:250There is a dynamic increase in the number of international sports competitions aimed at deaf athletes. More than 50 World and European championships are held every year in various sports disciplines. The participation and number of deaf athletes delegated to these sports competitions depend on the budget available to national sports federations (NSFs) of deaf athletes. Many times, NSFs have been forced to withdraw from participation in a competition owing to a lack of financial resources. In numerous countries, NSFs have to conduct online fundraising dedicated to their representatives’ involvement in sports competitions. The authors reviewed the source materials on the internet on financing the sport of the hearing impaired. No scientific articles covering the funding aspect of national sports federations in the world were found. The authors relied on financial documents provided by the NSF (Poland, Hungary, Slovakia, Spain) and on websites indicated by these federations. The aim of the article was to characterize selected national organizations gathering deaf athletes from Europe, Asia and Oceania, and North America in terms of the budget they had at their disposal in years 2013–2017, the number of athletes associated in the NSF, and the number of Olympic competitors and the country’s medal position during the 2013 and 2017 Deaflympics. An overview of NSF websites with reference to “annual reports”, “financial reports”, “financial statements”, “newsletter”, “national teams of”, “number of athletes of”, demonstrated numerous deficiencies in the transparent presentation of the financial situation of NSFs. The content of NSF activity reports also provides limited information on the number of athletes and clubs associated in these federations. The article constitutes an introduction to a discussion on the financing aspects and development of deaf people’s sport worldwide.
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POSSIBLE CONSEQUENCES OF THE EFFECTS OF ONLINE AND IN-PERSON INFORMATION PROCESSING ON THE DEVELOPMENT OF LANGUAGE SKILLS IN CHILDHOOD
101-110Views:276The following study provides a brief overview of some research findings, both Hungarian and international, that draw attention to the dangers of using digital devices in childhood, particularly to the potential for damage to the nervous system, locomotor, and speech development. In all cases, we seek to support the data with clear explanations, from the standpoint of developmental neurology and language development. As a counterweight to the questions raised, we will present equestrian and storytelling task types that illustrate the essential role of personal presence heard speech, and (mainly outdoor) exercise in the development of children's partial skills, such as speech production, speech perception, and speech comprehension. Each of the cases reported here stems from the experience of our equestrian practice. This awareness-raising study was designed to draw attention to the fact that the optimal timing of children’s encounters with the digital world is still unresolved, and that the marginalization of the off-line world poses more dangers than many people think.
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’LEARNING AND SOCIETY’: INTERDISCIPLINARY INTERNATIONAL CONFERENCE (2022)
165-167Views:81Conference
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STUDENT’S ATTITUDES TOWARDS CHILDREN WITH DISABILITY
7-15Views:517Several 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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INVITATION FOR ’LEARNING AND SOCIETY’ INTERDISCIPLINARY INTERNATIONAL CONFERENCE (2022)
137-139Views:61Invitation
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CALL FOR PARTICIPATION IN XV. INTERNATIONAL SCIENTIFIC CONFERENCE
121-123Views:22PLace: Budapest, XI. ker., Zsombolyai u. 6.
Date 2017. november 8.
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SUMMARY ABOUT THE "CREATIVITY – THEORY AND PRACTICE"CONFERENCE
119-121Views:94The ’Creativity - Theory and Practice (2022)’ International Interdisciplinary Online Conference was realized on December 9, 2022. At this conference, 95 presentations of 126 participants from 5 countries were published in 8 sections.
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INVESTIGATION OF FACTORS AFFECTING LIFELONG LEARNING FROM THE ASPECT OF THE IPOO MODEL IN A VOCATIONAL GRAMMAR SCHOOL
57-68Views:114Developing good views on lifelong learning should not only be one of the goals of all teachers but also national and international strategies. Experiences, how some of the students participating in the training do not see the importance of this in all respects. A study analyzing individual factors of lifelong learning from the student's point of view examined and evaluated the opinions of students of different age groups (Gőgh, 2018). One of the main goals of the study was to explore the factors that students face with regard to lifelong learning, those factors that are most likely to lose their pleasures from learning and which can motivate them. From the point of view of the IPOO learning model, the resulting responses and deductible consequences may also be more clearly illuminated, so it is worth examining them from this approach. The results of the study are from a questionnaire-based study (n = 378), which is representative of the institutions participating in the survey, the BGéSZC Kossuth Lajos Bilingual Vocational Secondary School of Technology. It is worth thinking about the honest responses of students because they can include consequences on the institutional level and in general, with which learning motivations and willingness to learn can also be influenced in a positive direction that is essential for lifelong learning.
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INVITATION FOR ’7TH INTERNATIONAL INTERDISCIPLINARY CONFERENCE ABOUT SPECIAL TREATMENT (2022)
131-136Views:54Invitation and program
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MOTIVATIONS OF MENTOR CANDIDATES PARTICIPATING IN THE LET’S TEACH FOR HUNGARY MENTOR PROGRAM’S PREPARATION COURSE
21-41Views:372The present study focuses on the role of mentoring in education. The topic of mentoring has increasingly got into the focus of researchers in recent years (Bencsik és Juhász, 2017).In accordance with international practice, the role of mentors in Hungarian public education institutions has become more valuable. In proportion to recognizing its role in education, different mentoring programs have emerged in each type of school. In the present study, our orientation is specifically aimed at the students of the Teach for Hungary Mentoring Program in Debrecen, in order to map the aspects of the motivations of the student mentor candidates in Debrecen. Among other things, we are curious about their emotional and cognitive attitude toward mentoring, and we are interested in the extent (or lack thereof) of their commitment to mentoring. Our aim is to explore, what influences the final decision among students to become a mentor (material, mental resource, etc.) and how these factors interact/relate to each other. In the spring semester of the 2018/2019 academic year, we conducted our research with 151 young students who took part in a theoretical course to become a mentor. The foundation of our research is the questionnaire created by Ceglédi, Szűcs, Hüse, and Berényi (2019), and that form was filled in by a student who applied for a TMO1 course at the beginning of the 2019/20 academic year. Nearly 50% of respondents decided to commit themselves to mentoring, and the other 50% did not undertake mentoral activity for some reason. Based on our results, it can be said that assistance and financial support in the form of scholarship were the main motivating factors for mentors, but the latter was important mainly for male students, nor had the financial aspect primary importance for students with a disadvantaged background in the development of motivation. According to our conclusions, commitment and strong internal motivations play an important role in mentoring, while financial benefits in the form of external motivation can be secondary, but also play an important role in motivation.
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CONFERENCE ABOUT THE LEARNING AND THE SOCIETY
113-118Views:61The Eszterházy Károly Catholic University was the place of the "Learning and Society" Interdisciplinary International Conference on 10-12. November 2022. In this conference, 161 presentations of 331 participants from 12 countries were published their presentations in 16 sections. This event was realized in the frame of Project MEC_SZ_141117 that project has been implemented with the support provided by the Ministry of Innovation and Technology of Hungary from the National Research, Development and Innovation Fund, financed under the MEC_SZ_21 funding scheme. The present study is a short report about this conference.
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CULTURAL DIVERSITY AND EARLY CHILDHOOD EDUCATION THE CASE OF REGGIO EMILIA APPROACH IN DUBAI
71-80Views:109Although the term “culture” is a controversial term and there is no unified meaning that is accepted by all, societies deal with culture in every aspect of day-to-day life and interactions. The dilemma of how to introduce or accept a culture or cultural norm in a society, especially a society that is regarded as multicultural, is felt more intensely. Within international schools and specifically, in the multicultural society of countries such as the United Arab Emirates, this cultural diversity is clearly visible. On the other hand, the world-known and famous Reggio Emilia approach which has been successful in numerous Western countries has found its way to pre-primary education in the UAE. This paper will look into the implementation of the Reggio Emilia approach in the culturally diverse society of the UAE compared to Italy and other Western countries. The aim is to see if the important aspects of the Reggio Emilia approach such as teachers as researchers, children as citizens with rights, the role of the environment, curricula as long-term projects, and finally, parents as partners in education enterprise, are indeed implemented in the Reggio Emilia nurseries in the UAE. Or could it be the case that due to the cultural diversity of the UAE this implementation in its full and exact sense is not possible and nurseries in the UAE are only inspired by the approach?
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SOCIAL EXPECTATIONS IN THE CHOICE OF THE RIGHT EDUCATIONAL INSTITUTION
35-47Views:99More than 1000 public educational institutions maintained by the church work in Hungary currently, therefore recently the denominational public education has turned into a current question again. The expansion can be originated for several reasons, to which as a starting point the law of 1990 may be considered which takes action on the freedom of conscience and religion. As a result of this since the change of the regime, the church has become a school maintainer, too, which means new challenges and continuously sets new expectations for it. Denominational schools as publicly financed institutions have to meet their educational mission with the states and the school selectors’expectations. Several researchers have examined the determinants of school selection on both international and national levels (Bell 2009, Denig et al. 2009, Dronkers 1995, Ferenc-Séra 2001, Kertesi 2014, Korzenszky 1997). We may presuppose that the school - as the device of social mobility - shows the opportunity for the child's prosperity in the parents' eye. The determinants of selecting a school may be changing in each country and age, yet there are factors that can be considered relatively constant like the residential area, the parents’ social status and educational level, their piety and cultural capital, their faith in the school as the device of social mobility, their image of the future and their knowledge on the opportunities of selecting a school. Furthermore, the content and coherence of the family may also be determined. We may assume that the motivation of the school users selecting either a denominational or a state or a foundation school can be different. Also, it can be probable that the school level –primary or secondary– influences the attitudes of school selectors. The aim of the present study is both to show the results of a questionnaire empirical research conducted among students choosing schools maintained by the church, and by putting the results in an extended conceptional framework to find such social correlations that may help to recognise the expectations and scruples drawn to the churches as school maintainers.
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THE ASCEND PROJECT: THE HUNGARIAN RESARCH REPORT OF AN INTERNATIONAL EXAMINATION
43-52Views:91Our experience was that the social participation and active citizenship of young people with disabilities were low in Hungary. It was difficult to involve young people with disabilities in advocacy work at the national or EU level, because they did not recognize discrimination. The other problem was that they were not aware enough of the anti-discrimination systems that protect them. In many cases, they were skeptical about the effectiveness of anti-discrimination systems. We wished to explore and expand their knowledge of the democratic and anti-discrimination systems operating in their country (Hungary, Romania, Bulgaria, Czech Republic, and Slovakia) Central and Eastern Europe. We also wanted to increase their trust in these systems. This was one of the main pillars of the one-year Ascend program locally lead by The National Federation of Organisations of People with a Physical Disability (in short: MEOSZ) In Hungary, the main goal of the study was to examine the phenomenon of discrimination and anti-discrimination in education. In the Hungarian part of the research, we used qualitative methods (focus group interviews, mind maps) for examination.
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REPORT ON THE I. SPECIAL TREATMENT INTERNATIONAL CONFERENCE
105-108Views:79Place: Debreceni Egyetem
Date: 2015. december 3.
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The First Steps of the Auxiliary School at the Turn of the 19th and 20th Centuries in Hungary
111-118Views:19Among 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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POSSIBLE CONCEPTUALIZATION OF CULTURE AND CULTURAL DIFFERENCE IN SOCIOLOGICAL PROFILE RESEARCHES
91-100Views:155The fundamental concept of the paper is in accordance with the thesis of pedagogical anthropology claiming that the school success of students in minority status is in strictly correlation with the recognition of the cultural difference by the education system. From the point of view of empirical researches related to pedagogical anthropology and education of sociology, the conceptualization of culture and cultural difference is a vital important factor. The paper intends to elaborate on the possible interpretation of these notions based on the relevant national and international literature.
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1ST INTERNATIONAL INTERDISCIPLINARY CONFERENCE OF 'COOPERATION AMONG SCIENCES'
111-112Views:23Place: University of Debrecen
Date: 2016. Jun 15
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DEVELOPMENTAL RESULTS OF KINDERGARTEN AGE CHILDREN WITH PHYSICAL HANDICAPS DURING CONDUCTIVE EDUCATION
55-69Views:132Conductive education (CE), a method suitable for habilitating/rehabilitating individuals with motor disorders caused by damage to the central nervous system has now become known all over the world. The practice has proved its effectiveness and thus it has been established outside Hungary as well. Several international studies have examined the effectiveness of CE (Rochel and Weber, 1992; Bairstow, 1993; Reddihough, 1998; Blank and von Voss, 1996–2001). Research has revealed that in order to exactly measure the performances of people with disabilities we need rather complex measurement tools. Thus it has become necessary to elaborate a measurement tool that is suitable for measuring changes in the performances of individuals with cerebral palsy (CP) objectively and at the same time reflect the approach of CE. One of the fundamental aims of the criteria referred to by the author as “Criteria for monitoring children with cp under conductive education” (CMCP) was to clearly specify the object of observation and to render the observation of its elements easier. With the help of the CMCP observations of children’s condition and development can be registered in 54 main categories. Moreover, the amount of assistance can be monitored and registered in 42 subcategories and the time factor in a further 41 subcategories while studying motor actions and activities. Thus after completing the monitoring criteria altogether 137 different findings will be available on every child, providing the opportunity of graphic depiction as well. Those applying the criteria will be able to register comprehensive, complex observations. Monitoring can be effected in the natural group environment without removing the children from their usual surroundings. The study presents a comparative analysis of 67 children.