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INCLUSIVE EDUCATION IMPLEMENTED IN THE FORM OF EXTRA-CURRICULAR ACTIVITIES: CASE STUDY
35-46Views:189The 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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THE IMPLEMENTATION OF WALDORF EDUCATION IN INDONESIA AT A GLANCE
111-132Views:105In the education world, Waldorf education exists in some countries. Waldorf education revitalized the Indonesian education issue to improve individual well-being. This study reviews Waldorf education in Indonesia. We collected data via online content analysis focused on the Waldorf school website and Facebook. It was reported that Waldorf education only exists in big cities such as Jakarta, Bandung, Yogyakarta, Balikpapan, and Bali. All Waldorf education in Indonesia only offered play gardens, except Arunika Waldorf and Madu Waldorf, which offer an elementary school. All of the websites from Jagat Alit, Arunika, Bambino Preschool, Madu Waldorf, and Kulila Playgroup provide all the information about their school. However, for Denia Beun Play Garden, the information was mostly updated on their Facebook account. The implementation of Waldorf philosophy was well implemented in all schools. The adjustment point only on cultures because of the differences between Europe culture and Indonesian culture.
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AXIOLOGICAL ISSUES COMMON TO SOCIAL PEDAGOGY AND SOCIAL WORK – HUNGARIAN TRANSLATION
103-109Views:161An attempt to find issues common to social pedagogy and social work should include the reference to the basic determinants of these forms of social activity. The fundamental assumptions of both pedagogy and social work are based on values. In the axiological dimension of accompanying a person in their development values related to human dignity, self-fulfillment and social functioning must be taken into account. It needs to be highlighted that some areas of modern pedagogy still lack the reference to the axiological assumptions. This may result in inappropriate educational attitudes as well as deficiencies in the social dimension of human life. There seems to be a serious lack of axiological references in the field of social work. It is particularly noticeable in the case of attempts to counteract domestic violence. Emphasis given to values that constitute social pedagogy and social work may help to strengthen the relationship between these scientific disciplines and forms of social activity. Defining basic values, presenting ways how to implement them, and overcome anticipated difficulties may result in attitudes based on the recognition of human dignity as well as on the multidimensional nature of life. Academic education which prepares students to professionally implement social support is a crucial element of the relationship between pedagogy and social work.
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INTERNATIONALISING CONDUCTIVE EDUCATION - REPORTS FROM RECENT ADVANCES IN CONDUCTIVE EDUCATION
101-103Views:98The reviewed book is:
Sutton, Andrew, and Maguire, Gillian (2010): Internationalising conductive education. Birmingham (England): Conductive Education Press. ISBN 978-0-9569948-1-3
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A CASE STUDY OF TEACHING ENGLISH IN KINDERGARTENS SINCE 1989 – A NORTH-EAST HUNGARIAN CITY
127-137Views:36In 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.
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THE PLACE OF THE GYPSY LANGUAGE IN PUBLIC EDUCATION
73-81Views:112The Hungarian gypsy population is not only varied from the social, cultural, and ethnic side, but also from the lingual viewpoint. The education, health, the situation of the labour market, and the social sciences discourses are continuously in connection with the Gypsy people. At the same time, the examination of the gypsy language and the use of gypsy language can only be the interest of a narrow professional circle, while the phases of gradual language changes, language retention, and loss, or the language policy issues are showing particular problems. We are talking about a language that has been able to preserve its origins, besides the forced lingual and ethical assimilation. In our country, the form of national upbringing and education is always really closely related to educational policy. In my opinion, every student in the educational institutions is enriched with the knowledge of other nationalities' cultures and language, as they have the opportunity for studying it. During the statistical analysis, we looking for answers to the question of whether this relationship can be traced between the territorial distribution of Roma Gypsies and the schools of Gypsy nationality education.
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CHANGING PERSONAL CHARACTERISTICS THROUGH DIFFERENTIATED EDUCATION: DEVELOPMENT OF AREAS OF SELF-ESTEEM IN UPPER GRADE ELEMENTARY SCHOOL STUDENTS
21-42Views:164The central question of this longitudinal research (2006-2010) is whether differentiated education has positive effects on the self-esteem of upper-grade elementary school students. Sample: n = 354 persons (177 students in the examination group, 177 students in the control group), age: 10-14 years. Method: Coopersmith's Self-esteem inventory was applied before, after, and three times during the development (a total of 5 occasions of measurement). Result: the controlled and planned differentiated development has a significant impact on positive self-esteem and school achievement.
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INTERPRETATION OF THE MOST IMPORTANT NOTIONS OF SOCIAL INEQUALITIES OVERT IN THE EDUCATIONAL SYSTEM
83-87Views:170Present paper focuses on the social inequalities that are mainly manifested in the educational system. Therefore, I aim at reflecting on the sociological definitions that codify the subject in a theoretical context. The theoretical background of the study comprises the subsequent notions: equality and equity, inclusive society and education, bicultural socialization, and the relation between social mobility and school.
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TALENT AND EDUCATION IN THE CSR OF COMPANIES
53-69Views:112According to a broader definition offered by Kotler and Lee (2007, 10 p), the focus of corporate social responsibility (CSR) is on „selecting an initiative that will do the most good for the social issue as well as the corporation”. Following this line of reasoning, the purpose of this study is to examine through the use of practical examples those activities of CSR that can be in connection with the category of special treatment. To be more specific, these are the CSR activities related to talent and education. The CSR activities of five companies were evaluated by performing a content analysis of their websites. The content analysis of the Sustainability reports and websites of the selected companies, supplemented with the latest company news of 2015 and the first 6 months of 2016, has opened the door to the preparation of a wide-spectrum activity inventory on the CSR areas related to talent and education. In this way, the aim of this study has thus been fulfilled.
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REVIEW ABOUT THE BOOK OF "SPECIAL NEEDS EDUCATION – CHILDREN WITH EXCEPTIONALITIES"
125-127Views:186Review about the book of "Special Needs Education – Children with Exceptionalities"
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PARENTAL FACTORS INFLUENCING SCHOOL ACHIEVEMENTS OF PUPILS IN ILORIN METROPOLIS, KWARA STATE
35-51Views:77The purpose of this study was to evaluate how parental influences affected students' academic performance in the Kwara State capital of Ilorin. Researchers have expressed worry over students' low academic performance in school, and it is commonly acknowledged that for students to fully benefit from their education, their parents must give them their entire support. The research was a survey. All primary school teachers in the city of Ilorin made up the study's population, and a mixed method approach was used on a sample of 215 respondents (of whom 200 completed questionnaires and 15 participated in interviews). Simple random and selective sampling methods were used to choose the sample. The data was gathered via a survey called the "Parental Factors Influence School Achievements of Children Questionnaire" (PFISAPQ). The factors taken into account were gender, age, educational background, and number of years of teaching experience. Demographic information was expressed as a percentage, and the two null hypotheses were tested using the 2-way ANOVA statistical tool at the 0.05 level of significance. Mean and rank order analysis was used to analyze the research questions, and thematic analysis was then used to analyze the subsequent questions raised to support the main research questions. The results showed that, among other things, parental involvement, parental oversight, parental involvement in extracurricular activities, parental academic background, parental interest in education, and parent-child relationships are the primary factors positively affecting children's academic success. Also, significant differences existed in the parental factors influencing school achievements of pupils as expressed by primary school teachers based on gender, age, educational qualification, and years of teaching experience. It was recommended that parents should be encouraged to improve their involvement in children’s academic activities by supporting them and being actively involved in encouraging pupils to learn and achieve maximally in school.
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NAZARETH SCHOOL AS A STIMULUS IN THE BIBLICAL FORMATION OF THE FAMILY COMMUNITY AGNUS DEI
103-108Views:113Every family seeks encouragement for their spiritual and sociological growth. This article brings research among 30 members of the Agnus Dei family community. We explored the impact of the biblical text, in particular, the Gospel of Mark on married couples who encounter daily difficulties in raising children, but also in the personal upbringing of adults. The researcher of this article was inspired by the characters of the holy family: Joseph, Mary and Jesus. Jesus ’upbringing in Nazareth and the boy’s upbringing enabled his parents’ personal spiritual formation. That part makes up the first part of the paper. It is followed by a survey among members of the Agnus Dei family community. Research has shown that there is a great interest in God’s word. Throughout the year, attendees had the opportunity to listen to commentaries on the Gospel of Mark. In addition to certain exercises, they applied instructions to daily life. The results showed that their family community was re-formed by the word of God. They felt an improvement in interpersonal relationships in the family but also in the community. The Nazareth school actually became a stimulus for all participants in catechesis. Biblical methods in raising a family indicate positive results.
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INVISIBLE LINES, INVISIBLE LIVES; EDUCATION OF AFGHAN MIGRANT CHILDREN AND THEIR FUTURE WITHIN IRAN’S BORDER
91-108Views:175During the Soviet Union occupation of Afghanistan, the Taliban insurgency within this country’s borders, and a subsequent war with the USA, people inhabiting this land were forced to leave their country to cross the neighbouring borders with the Islamic Republic of Iran. Exploring their right place in Iran’s society resulted in the residency of approximately 3.000.000 of them, which has yielded both constructive and at the same time disturbing economic and educational experiences for both nations. Cultural similarities and deviations, in some cases mutual language, and common religion have been presented as the underlying reasons for integration opportunities and also challenges. This study explains how the trends for delivering education to Afghans in Iran have fluctuated so far, yet been remarkably more efficient than their departure point. The educational future of the second, third, and even fourth generation of Afghans in Iran has become a big question with regard to the economic status and political relations of the two countries. What this study manifests is the need to recognize and fill the gaps in the education of Afghans. This goal will be achieved through a review of human rights opposing geographical determinism, illiteracy, and mistaking prejudice and excessive behaviours in the host country.
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THE STORYTELLING CHAIR AS A TOOL TO DEVELOP THE ELABORATED LANGUAGE CODE IN STEP BY STEP ALTERNATIVE EDUCATION
83-97Views:94In the study, we investigate the storytelling chair, a pedagogical tool of Step by Step, a popular alternative educational format in Romania, using Basil Bernstein's theory of language codes. During the qualitative research conducted in the spring semester of the school year 2021/2022, we conducted observations and semi-structured individual interviews in a Hungarian-speaking school in Partium (Romania) with primary school teachers who use the storytelling chair every day (n=11). The interviews showed that the storytelling chair has elements that are characteristic of the elaborated code. The pedagogical tool under study dissolves the situational nature of comprehension, the children tell the story as the only one who knows it, thus playfully encouraging them to communicate their experiences to the class through a variety of linguistic means, while giving them the space to express themselves freely, without the "I" being subordinated to the "we". The storytelling chair brings the symbolism of home and school closer together, and language can help them build a bridge between the two worlds.
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GENESIS
105-107Views:65The reviewed book is:
Schenker, Rony (2016): Genesis. Birmingham (England): Conductive Education Press. ISBN 978-1-36-679717-9
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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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RESEARCH ON THE RELATION BETWEEN THE SUBJECTIVE SENSE OF HEALTH AND PHYSICAL ACTIVITY AMONG SECONDARY SCHOOL STUDENTS
51-64Views:475A number of methods have evolved for assessing our health in parallel with the expansion of scientific knowledge. Medicine describes our health through objective methods and measurable variables. Of course, we also have an image of our own state of health, which, for all its subjectivity, is a good indicator of our physical and mental processes. Our sense of health can be a genuine reflection of our state of health, which directly and indirectly affects our professional/academic performance. We have a constantly expanding knowledge of the beneficial effects of the increase in physical activity on health, and its mechanism of action can be interpreted from a number of aspects. The examination of the health and physical activity of the secondary school age group provides useful information for individuals, parents, and those working in the field of education (education policymakers and educators). In this research, we examined the relationship between the level of physical activity (relative to the recommendations of WHO) and the sense of the health of high school students, their school performance, and the appearance of various emotional factors. Then we complimented it with a study of the motivational background for those aged 14 to 18. During the analysis, we identified a significant link between high levels of physical activity and the high quantified value associated with the sense of health. We found no significant correlation between academic performance and physical activity levels. We experienced a significant relationship between emotional factors when comparing the categories of happiness, mood, energy, as well as sadness, and fatigue with physical activity. Among the motivators for exercise, the improvement of physical condition is prominent, and this age group clearly rejects the expectations of others. It is also instructive for those working in the field of physical education that the experience of exercise is critical for members of the age group.
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REVIEW ABOUT GIGI FORTE’S BOOK ENTITLED „HUMANITY”
107-110Views:67This book review presents Gigi Forte's autobiographically inspired 458-page book Humanity. The heroine of the story is Emma Erős, who was born with cerebral palsy. The author of the book review, Dr. Adrienn Oravecz, who was also born with cerebral palsy, consciously chose the quotes in the review, trusting that they will make the readers think. On the one hand, the book can also be read as a developmental novel, because the reader is involved in the story from the moment of Emma's birth until the end of her university studies. On the other hand, it is also excellent as a characterization, since in the work we get to know many teacher characters and their attitude towards Emma's disability. Quoting the writer's words the main message is the following: "I hope that Emma's character can serve as an example for my young peers that they can achieve their goals even against the odds, if they believe they can." (Gigi Forte, 2021, 458. ).
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USING DIFFERENT TEACHING STYLES AND THE IPOO MODEL
39-47Views:220Quality PE teaching requires the application of a wide variety of both direct and indirect teaching methods. The aim of our research is to examine the efficiency of teacher-centered (DM) and student-centered (IM) methodology in accordance with the IPOO model (Mező, 2011) in all fields of sports education. The action research was carried out in year five in two classes (n=46): the focus was on developmental aims in handball prescribed in the curriculum. On the basis of the IPOO model lessons in the DM (sample) and IM (control) classes were held through 4 weeks, 2 lessons a week. Students’ motivation in PE was examined with H-PMCSQ-2 questionnaire during the last lesson; while basic technical handball skills were examined before and after the experiment. Results show that indirect teaching methods have a more complex educational effect; it could influence important cognitive and affective domains.
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SEPARATE? TOGETHER? WHERE OVER?
147-156Views:74In 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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THE IMPORTANCE OF PLAY - THE USE OF GAMES BY SPECIAL EDUCATIONAL NEEDS TEACHER AND MAJORITY TEACHERS IN LESSONS
7-26Views:848Nowadays, the priority task of pedagogy is to develop skills and basic competencies, because these are necessary for a successful teaching-learning process. In contrast to the traditional frontal education, which the learners treat as a passive recipient. The current education places more and more emphasis on exploration, action-based learning, and knowledge acquisition based on one's own experiences, which can be based on play and playful activity. Gameplays a key role in the development of skills and personality, so in this research, we examine the role of game in the teaching of typical and learning disabilities children. During the study, we used an online questionnaire, which was sent to special educational needs teachers and the majority of teachers working in schools in Hajdú-Bihar and Szabolcs-Szatmár-Bereg counties (N = 102 people). The distribution of the answers was even for each grade and school type, so we were able to form groups of 25 and 26 people. Our results reflect a different teaching method because special educational needs teachers use games much more often in their work and spend much more time on them compared to the majority of teachers. Special educational needs teachers attribute much more developmental effects to the game, so they use it more often in upper grades as well. The majority of teachers are dominated by info-communication tools, while special educational need teachers use several self-made tools. In terms of methods, teachers consider differentiation to be paramount, followed by an illustration and cooperative learning, while playing came in fourth place.
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THE POSSIBILITIES OF MUSEUM PEDAGOGY AND TALENT DEVELOPMENT IN A VIRTUAL MUSEUM
89-99Views:341The present study compares the real and the virtual museums from viewpoints of foundation and operating, visitor experiences, safety and security, and museum services. At the end of the study, there are examples of the pedagogical (e.g. talent developmental) possibilities of a Virtual Museum from the aspect of education, development of cognitive abilities and personality, and the methodological development and the incentive of achievement.
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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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TEACHERS IN A DISADVANTAGED POSITION
39-50Views:98The writers of this study will use the expression ‘disadvantaged’ in a broader sense. The first part of the study deals with teachers and teacher trainees who are in a disadvantaged position because they have got a physical disability. Structured interviews were made with 8 persons. The interviews focused on their educational experiences and also their experiences in the labor market. The key question of the interviews was whether the interviewees had experienced negative discrimination or not. The other part of the study written by Noémi Csilla Borsodi deals with teachers who are in a disadvantaged position because they are working in a vocational school. Many times, a lot of people have written about pedagogical success, its determination, and the grouping of its indicators. First, pedagogical success will be discussed from a different perspective, then the working conditions at a vocational school will be mentioned. Furthermore, the reasons for why the traditional concept cannot be ’substitute’ into the ’equation of success’ for vocational school. Finally, some good practices will be shown that could help motivate students.
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DIDACTIC GAMES TO DEVELOP MATHEMATICAL CONCEPTS FOR CHILDREN WITH SPECIAL NEEDS IN KINDERGARTEN
83-93Views:249Children with developmental disorders do not acquire the same way as do children with an age-appropriate intellectual level, so it needs to be carefully chosen what kind of methods to use and in what way to teach the children. For preschool children, the most efficient and simplest method of teaching mathematics is a playful approach to learning activities. The purpose of this work was to create a set of materials to support the teaching and learning of mathematical concepts for preschool-age children with special needs. There were created learning materials such as Train, Shelves, Long and short, Butterflies and cars, Wide and narrow road, and board game Owls. All the learning materials, including a board game, are laminated and most of them are provided with velcro strips to stick different parts. All the learning materials are tested on preschool-age children and asked specialists and teachers, who work with children with special needs, to give their expert evaluation. Learning materials support teaching mathematical concepts for preschool-age children with special needs.