Search
Search Results
-
SPECIAL TREATMENT, 2016. Vol. 2. (4.)
1-114Views:90Special Treatment, 2016. Vol. 2. (4.) - full text
-
USING DIFFERENT TEACHING STYLES AND THE IPOO MODEL
39-47Views:238Quality 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.
-
SPECIAL TREATMENT, 2022. Vol. 8. (3.)
1-157Views:154Journal of Special Treatment, 2022. Vol. 8. (3.) - full text
-
FROM STUDENTS' PEN: EXPERIENCES OF STUDY-TOURS OF ERASMUS + AND CAMPUS MUNDI
67-84Views:79The paper is written by Social Pedagogy, Infant and Early Childhood Educator or Early Childhood Education BA students of the Faculty of Education for Children and Special Education of the University of Debrecen who took part in Erasmus+ and/or Campus Mundi mobility programs (study or traineeship) between 2014 and 2017. The students give a brief summary of their positive and negative experiences as well in Barcelona (Spain), Tallinn (Estonia), Is-Swatar (Malta), Plymouth (United Kingdom), Cluj Napoca, and Oradea (Romania), and Wrasowice (Poland).
-
SPECIAL TREATMENT, 2015. Vol. 1. (1.)
1-108Views:160This is the full text of 2015/1 of the Journal of Különleges Bánásmód /Special Treatment/.
-
SPECIAL TREATMENT, 2019. Vol. 5. (2.)
1-93Views:138Special Treatment, 2019. Vol. 5. (2.) - full text
-
SPECIAL TREATMENT, 2023. Vol. 9. (4.)
1-162Views:86Journal of Special Treatment, 2023. Vol. 9. (4.) - full text
-
LEARNING GERMAN WITH DYSLEXIA
67-75Views:221The current study provides insight into the specificities of dyslexic pupils learning German as a foreign language by measuring their language lexical knowledge. The aim was to explore the nature of dyslexia whilst learning a foreign language. Should we really free all such pupils from the strains of learning a foreign language? Or is it a case of finding the appropriate methodology to learn a new language? The goal is to measure language skills in a foreign language and draw inferences from this. Method: Word association exercises are used to measure the lexical knowledge of children with learning disorders, including dyslexia. Sample: 19 students with learning disorders. Conclusion: The results clearly indicate that we should find pupils’ individual strengths and utilise these, instead of simply exempting pupils from learning foreign languages.
-
SPECIAL TREATMENT, 2021. Vol. 7. (3.)
1-119Views:200Special Treatment, 2021. Vol. 7. (3.) - full text
-
Juggling for Effective Learning - Methods to Encourage the Acquisition of New Skills in an Optional Course at Óbuda University
91-101Views:18Play and learn, or learn while having fun. Unfortunately, in today's achievement-oriented society, education is all about getting a student to complete a predetermined task on time. This pressure can be very stressful for students, especially if they themselves are perfectionists and want to do their best, and fear failure (repeating a term) and the feeling of underachievement when compared to the abilities of their peers. The "Juggling for Effective Learning" course has already been offered six times to students at Óbuda University. The primary reason for the course was to help students who have a disability, primarily a learning disability (dyslexia or dysgraphia). However, students who are curious about the course are also welcome to attend.
-
SPECIAL TREATMENT, 2020. Vol. 6. (2.)
1-139Views:210Special Treatment, 2020. Vol. 6. (2.) - full text
-
POSSIBILITIES OF INTEGRATING CAREER ORIENTATION INTO TEACHER TRAINING
135-140Views:178The evolution of the teaching profession is closely related to social expectations and the professional expectations toward career guidance counseling professionals are complex and thorough. It is important to have an interdisciplinary approach and to have the appropriate social competencies! In this study, we strive to present the career orientation that promotes the development of appropriate competencies further teacher training, and career guidance opportunities in basic teacher training. To have an effective school career guidance procedure it's necessary to integrate this activity into the system of the “every day” pedagogical tasks. Therefore, it is important that teachers be aware of the training opportunities where career guidance is prioritized.
-
SPECIAL TREATMENT, 2020. Vol. 6. (3.)
1-119Views:251Special Treatment, 2020. Vol. 6. (3.) - full text
-
REPORT ON THE NÓGRÁD COUNTY PEDAGOGICAL CONFERENCE
105-109Views:100Place: Kálmán Mikszáth Cultural Center in Balassagyarmat
Date: 2018. May 18
-
TEACHER COMPETENCES IN SÁNDOR IMRE'S PEDAGOGICAL SYSTEM: "A TEACHER SHOULD NOT COMMAND RATHER STEER UNNOTICED" (IMRE, 1928, 196.)
55-62Views:136In this paper, referring back to the Hungarian didactic traditions, the author is examining the pedagogical thoughts of a 20th-century Hungarian educator, Sándor Imre. The main statement of this paper is that his educational work has an impact on today’s modern education.
-
SPECIAL TREATMENT, 2023. Vol. 9. (3.)
1-168Views:116Journal of Special Treatment, 2023. Vol. 9. (3.) - full text
-
SPECIAL TREATMENT, 2021. Vol. 7. (1.)
1-126Views:253Special Treatment, 2021 Vol. 7. (1.) - full text
-
THE IMPORTANCE OF PLAY - THE USE OF GAMES BY SPECIAL EDUCATIONAL NEEDS TEACHER AND MAJORITY TEACHERS IN LESSONS
7-26Views:906Nowadays, 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.
-
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.
-
Special Treatment, 2024. Vol.10.(2)
1-107Views:19Journal of Special Treatment, 2024.Vol.10.(2) - full text
-
SPECIAL TREATMENT, 2018. Vol. 3. (1.)
1-111Views:89Special Treatment, 2017. Vol. 3. (1.) - full text
-
SPECIAL TREATMENT, 2020. Vol. 6. (1.)
1-112Views:236SPECIAL TREATMENT, 2020. Vol. 6. (1.) - full text
-
SPECIAL TREATMENT, 2016. Vol. 2. (1.)
1-112Views:87Special Treatment, 2016. Vol. 2. (1.) - full text
-
COLLEGE STUDENT’S LIFE STYLE AND THEIR ATTITUDE TO SPORTS
19-27Views:247The authors study by using questionnaires the amount of time spent by college students at the Applied Humanities and Pedagogy Faculty of Szent István University (n=127) on body hygiene, sleeping, meal, participation in lessons, active-passive exploitation of free time. Results: Meal – the students consume in great amount chocolates, chips while their fruit and vegetable consummation seem backward. Move – the proportion of students doing regular physical education is no more than 21 %, 55% are not involved in any sporting activities, 13 % do not like anybody's movement. Others – 39 % of the students spent more than 1-2 hours daily in front of a computer or TV set. The results suggest that in the teacher candidates’ scale of values the place of health falls too much behind.
-
SPECIAL TREATMENT, 2023. Vol. 9. (2.)
1-162Views:152Journal of Special Treatment, 2023. Vol. 9. (2.) - full text