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IMPLEMENTATION OF EDUCATIONAL SUPPORT FOR A PUPIL WITH DEVELOPMENTAL DISORDER IN INDIVIDUAL EDUCATION PLAN
103-112Views:270The paper aims to propose a process of development of individual educational support based on the analysis of selected items taken from the individual education plans designed for students individually integrated within mainstream primary schools. We analyzed personal files of 18 students diagnosed with developmental learning disorders and ADHD (Attention Deficit Hyperactivity Disorder). The results indicate the general formulation of interventions in educational settings.
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THE 7 CORE PRINCIPLES OF WALDORF EDUCATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD)
133-148Views:255Waldorf education provides a developmentally appropriate, experiential, and academically demanding educational approach. It seeks to stimulate lifelong learning in all students while also allowing them to fully utilize their individual abilities. Hence, the objective of this study is to establish how the seven core principles of Waldorf education will assist children with Autism Spectrum Disorder (ASD) to flourish. The Waldorf method, according to Priyanti and Warmansyah (2021), is utilized to help children attain a delicate blend of genuine experience, which leads to a strong level of confidence in their abilities. This applies the acquired abilities to use especially for ASD children. Furthermore, the significance of this paper can also assist the educational system in identifying the methodological underpinnings that will benefit these special kids. This study is a review of the literature to determine how the seven key principles of Waldorf education support children's moral growth and encourage free and independent thought, which promotes self-discovery. ASD children benefit greatly from educational philosophies that encourage the development of successful social-emotional behaviors and academic skills. Waldorf education, an educational philosophy that emphasizes developmentally appropriate hands-on learning, has been shown to improve social and academic outcomes for children with disabilities such as ASD.
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DEVELOPMENT OF LOGICAL-MATHEMATICAL ABILITIES OF HEARING IMPAIRED STUDENTS THROUGH THE USE OF BOARD GAMES
5-16Views:128Students with hearing impairment can be successful at and enjoy studying mathematics. Our research focuses on studying the effectiveness of using board games in developing basic mathematical skills and logical thinking in students with hearing impairment. Sample: n = 10 (2 females, 10 males) hearing impaired pupils (average age = 11,6 years). Method: an examination of logical-mathematical abilities before and after development. Result: strategic and logic-based games significantly impacted the development of mathematical skills and knowledge acquisition in mathematics.
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INCLUSIVE EDUCATION IMPLEMENTED IN THE FORM OF EXTRA-CURRICULAR ACTIVITIES: CASE STUDY
35-46Views:209The aim of inclusive education is to adapt educational requirements, educational organization and learning conditions to the needs and capabilities of each pupil in a multifaceted way. Inclusive education is implemented by the educational systems of the European Union Member States. In Poland its history began in the 1990s. Many activities are currently being undertaken to create the best possible conditions for the development of the potential of each pupil. The school environment in cooperation with the family is responsible for taking all possible measures to eliminate barriers which prevent the child from being given proper education. In particular, this task is related to the care for a child with disabilities. In the Polish educational system, there are many forms of implementing the postulate of inclusive education. It is worth emphasizing the activity of day-care centres which provide extra-curricular education for children. The school day-care centre is a place where inclusive education is a daily practice. The article presents a case study of the activity of a day-care centre in one of the schools with inclusive classes in Krakow. The description of the day-care centre functioning made it possible to present the diversity of activities undertaken in it. The data was extended by referring to the opinions of parents and children.
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COOPERATION VS. COMPETITION. APPROACHES ON THE INCLUSION OF CHILDREN WITH SEN
25-33Views:266Solving learning tasks, among students, is usually done in the context of an interaction based on competition or cooperation. Either of the two types of interaction - cooperation and competition - has different effects in terms of the students' mutual attitudes, the degree of involvement, and the degree of participation in the performance of school tasks and individual school performance. The success of the school inclusion of students with SEN implies the cooperation between all the factors involved in this process. Special education is a part of the Romanian education system and should support educational programs for pupils with SEN suitable for their harmonious development. We started in our research from the application of a questionnaire to which teachers from Bihor County responded. If, in the preceding article, this working instrument was applied to a number of 163 teachers from mass education, to mixed classes that had in their composition and children with special educational requirements, in this article we extract the data that we have collected from to a number of 63 teachers in special education. The questionnaire comprises a total of 46 items referring to the atmosphere of cooperation and competition and comprises two parts. The first part includes questions regarding seniority in work, educational grade, age, number of the group of students they work with, etc.
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SEPARATE? TOGETHER? WHERE OVER?
147-156Views:97In the history of special education in Hungary, after the establishment and successful operation of segregated special education institutions with a long history, public education has come to many forms of co-education, the paths of which are still not unhindered. These problems point to the need for many changes in the way the education system works. Without constant and permanent development of teachers and innovative innovations in learning methods, success can hardly be expected. But there are other important issues to be addressed. The present study focuses primarily on the direction in which trends can be found in the light of the past. While exploring the current issues, we would like to provide a new framework for interpretation by highlighting and linking some of the results of two recently completed studies (Szabóné, 2022; Trembulyák, 2022) and by placing them in the context of the topic of the study. The study also aims to draw attention to the current trend that the school life of pupils with special educational needs who have participated in co-education at the primary level becomes more difficult as they progress to secondary education. This can significantly reduce not only their career choices but also their opportunities for successful social integration.
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STUDENTS FROM ROMA COLLEGES FOR ADVANCED STUDIES IN HAJDÚ-BIHAR COUNTY
41-60Views:177The main objective of the paper is to present students who are members of those kinds of Roma Colleges for Advanced Studies which headquarters can be found in Debrecen. The frame of the study is in connection with research that has been carried out in 2019 and dealt with three Colleges for Advanced Studies with 62 students. The relevance of the topic is given by the fact that by comparing Roma and non-Roma students’ ratio in tertiary education, we can recognize the phenomenon that the proportion of Roma students is still lower. We sought an answer to the question of what factors helped Roma students to achieve success in school. The research questionnaire assessed students’ socio-cultural background, learning motivation, high school experiences, and the ethnic patterns of networks. The theoretical framework of the empirical results is the outcome of the sociological researches that focus on Hungarian Roma children’s educational situation. These were supplemented by the description of the development programs. In the course of analysis, we compare the obtained data with the database of the Hungarian Youth 2016, as a consequence that, we get an idea of the groups of Roma youth for whom tertiary education has become available. One of our research targets includes the comparison of students with or without Roma identity.
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THE AIM AND EFFECT SYSTEM OF CONDUCTIVE EDUCATION, I.E.THE PROCESS OF ESTABLISHING THE ORTHOFUNCTION
73-93Views:296This study is aimed to introduce the position and the necessity of conductive education in the education, instruction, and development of persons with motor disabilities. The primary aim of conductive education is to improve the quality of life of individuals living with disabilities of central nervous origin. For this purpose, a specific effect system has been developed in the past 70 years which guarantees the efficiency of the method. Its concept of humankind is holistic which is reflected also by the complexity of the education process. Rehabilitation is approached from the aspect of pedagogy, thus it is seen as learning and re-learning and this is manifested in every minute of the daily routine. In the present study, the interrelations within the goal and effect system of conductive education are analyzed through the specialist literature of conductive education written in Hungarian as part of complex theoretical research. During the analysis, the author aspired to identify and separate the factors of conductive education, to analyze their functioning and to explore the underlying principles, which offers the opportunity for theoretical-academic modeling. The meaning of the terms orthofunction and dysfunction is examined in a separate chapter of the study with regard to their impact on the target setting and the effect system.