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THE IMPORTANCE OF PLAY - THE USE OF GAMES BY SPECIAL EDUCATIONAL NEEDS TEACHER AND MAJORITY TEACHERS IN LESSONS
7-26Views:1131Nowadays, 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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CAREER PLANNING OF YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS
21-30Views:610The study analyzes the possibilities of career planning of young people with Special Educational Needs in Hungary. This topic seems to be especially relevant, as the process of transforming the vocational education system in Hungary (Vocational Education 4.0, 2020) makes it even clearer that the vocational school appears to be the most achievable secondary educational goal for certain groups of students with Special Educational Needs. Skill workers trained in vocational schools could appear in the labor market as potential employees, however, partly because obstacle-free and automatic employment do not always happen after leaving secondary school. Career planning is a possible solution to the problem outlined. The career planning can be supplemented and intertwisted with the preparation of the Individual Transition Plan for young people with Special Educational Needs. Therefore, the purpose of the present study is to
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THE REPRESENTATION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN CONTEMPORARY CHILDREN’S BOOKS – USING THE EXAMPLE OF THE GUARDIAN ANGEL, SIMI AND THE MESSY LETTERS, AND CSONGOR MIHÁLYI AND THE TIME PLASTICINE
67-82Views:126The present study focuses on contemporary children's books that reflect some form of special educational need. Since recently there has been an increase in the number of books on topic available in the children's book market, with publishing series, issuing the difficult life situations and on the presentation of ’otherness’, including learning disabilities, it is of great importance to take a glance at these publications. In this essay, my aim is to focus on how the texts are written and the language of representation. In particular, I will pay attention to the illustrations, which make a crucial part of the experience of reception and interpretation. With this analysis, my aim is to show how concretely or abstractly a particular educational need can be represented, whether it reinforces stereotypes or not, and how this may impact the connection to the phenomenon. The analysis of the texts also provides an opportunity to validate different attitudes, behaviours, and perspectives, and can thus contribute to sensitisation. The presentation of specific educational needs, with its positive or negative connotations, and the phenomenon of positive discrimination, are closely linked to methodological possibilities and practical implications of interpreting the texts. Here it is worthcalling attention to the concepts of helpful books, sensitisation and prevention, the relationship between these terms and literature, and reflecting on the close connection of the aesthetically shaped texts to these problems. Accordingly, the paper will first aim to explore the concept of special educational needs, then it will present its types to point out the difficulties of definition, the different approaches, and to define its own terminology. Similarly, this paper will take into account the terminology of literary studies and the perspectives relevant to this thesis. This will be followed by the analyses of the three preselected volumes which on the one hand ask whether the books are appropriate for the age group they are aimed at, while, on the other hand, they concern the possible directions for future methodological inquiries. Finally, the conclusion part summerises the results of the study and the controversies surrounding the presentation of the subject in children's books.
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CHANGING THE NUMBER OF CHILDREN AND STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN SCHOOL YEARS 2009/2010 AND 2019/2020
19-29Views:1043The goal of the present study is to analyze the changing number of children and students with special educational needs in the 2009/2010 and 2019/2020 school years. Sample: 77 844 children/students in the 2009/2010 school year, and 91 331 children/students in the 2019/2020 school year. Method: Secondary data collection was applied with the data of the Hungarian Central Statistic Office. Descriptive statistics and a chi-square test was used for data analysis. Results: the number of children and students with special educational needs increased: the difference was more than ten thousand people. The results can be used from the teaching of special educators to the support of children with special needs and their teachers, special educators, and families.
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INVITATION TO THE 9TH 'SPECIAL TREATMENT’ INTERNATIONAL INTERDISCIPLINARY CONFERENCE
159-161Views:126On behalf of the Institute of Special Education of the Faculty of Education for Children and Special Educational Needs of the University of Debrecen (Hungary) and the Editorial Board of the Journal of Special Treatment [Különleges Bánásmód] (Debrecen) we kindly invite you to 9th ‘Special Treatment’ International Interdisciplinary Scientific Conference.
Date of the conference: 12 April 2024
Conference venue: University of Debrecen Faculty of Education for Children and Special Educational Needs,
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Program of the 9th 'Special Treatment’ International Interdisciplinary Conference
145-183Views:63On behalf of the Faculty of Education for Children and Special Educational Needs of the University of Debrecen (Hungary), and the Editorial Board of the Journal of Special Treatment [Különleges Bánásmód] we kindly invite you to our International Scientific Conference.
Date of the conference: 12 April 2023
Conference venue:
University of Debrecen
Faculty of Education for Children and Special Educational Needs,
4032, Hajdúböszörmény (Hungary), Désány str, 1-9.The conference program can be read in the study.
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THE PEDAGOGICAL EXPERIMENT OF MONTESSORI-CONDUCTIVE EDUCATIONAL PRACTICE 2000-2003
11-23Views:339The researchers call Montessori's pedagogy developer or development pedagogy. In the past decade, in Hungary, it appeared as a development pedagogy in the pedagogical practice. The conductive education is a special, complex pedagogical method [6] because it takes into consideration special educational needs in planning and implementation. We can view Mária Montessori's method as a development pedagogical method because it's suitable for children with special educational needs. Her pedagogical work began with children with intellectual disabilities. The Montessori development method has not yet occurred in conductive education. With our research, we wanted to broaden the use of the Montessori method in the practice of special education and development pedagogy. We wanted to confirm the similarity and difference of the holistic approach of the two doctor-pedagogues. It's explicable with Pető's holistic approach, why didn't entrust the development of perception, speech, motion, and communication difficulties to people working in different places and time. We introduced the Montessori conductive educational practice experimentally in the semesters of 2000-2003 and 2007-2008, in accordance with the student's college education. The purpose of the program was to demonstrate the practical application of the elements of the two methods and their coordinated operation.
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TEACHING GERMAN IN NYÍREGYHÁZA TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS
69-81Views:204The present paper deals with the issues of teaching a second language to school-aged children with SEN in Nyíregyháza, Hungary. In our research, we made semi-structured interviews with open-ended questions featuring 25 children with Special Educational Needs in grades 7 and 8 in order to gain more information about their opinion and attitudes concerning German lessons at school, which in turn might help to unify the material and/or the methods. We also contacted the children’s parents (25) to fill out a questionnaire about their impressions and opinions with regard to their children’s German learning experience at school. Finally, we asked the two teachers to paint a broader picture of teaching German to children with SEN. The research took place in spring 2020 in Nyíregyháza. We did our research in Viktor Göllesz Vocational School, Skills Development School, Student Hostel, and Integrated Special Educational Methodological Institution as well as in Gusztáv Bárczi Primary School, Skills Development School, Student Hostel, and Integrated Special Educational Methodological Institution. To carry out our research, we asked for the parents’ and the head teachers’ ethical consent. Our experience underlines that all the participants in the teaching process feel that there is a need for unification. It would be much easier for all parties to have a German coursebook written for students aged 13-16 with SEN. Based on the answers of the language teachers, we came to the conclusion that they pay attention to individual development and playful, communicative language teaching, even though it is challenging to teach German to children with SEN, as they often have difficulties in their mother tongue.
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KNITTED MOVEMENT ACTIVITY FROM THE PERSPECTIVE OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS
125-132Views:136It is a generally accepted fact that every child follows a different pace of development. The main protagonists of participation in physical education and physical activity are the children and the teacher. Active participation in physical education and physical activity can be a challenge for children with special educational needs (SEN), and adapted physical education and maintaining physical activity can be a challenge for teachers. The focus of the article is the physical activity of children with special needs and the methods that help them develop an active lifestyle. The study emphasizes the importance of adapting physical education and using individualized programs in order for all children to successfully participate in physical education activities. However, the topic is not new, and the author points to foreign and domestic research that examines the importance of regular physical activity for children with special needs. What is new, however, is that the article examines the topic from the child's perspective and focuses on solutions. The announcement highlights a permanent process to ensure that all children can successfully participate in physical education activities. The article discusses in detail the possibilities of adapting physical education and physical activity, which satisfy the unique needs of children with SEN, which affect the following topics: characteristics of children with SEN, the importance of physical activity, adapted physical education programs, treatment of problems in the psychomotor area, ensuring successful participation, as well as modification options and suggestions.
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Program of the 9th 'Special Treatment’ International Interdisciplinary Conference
Views:126On behalf of the Faculty of Education for Children and Special Educational Needs of the University of Debrecen (Hungary), and the Editorial Board of the Journal of Special Treatment [Különleges Bánásmód] we kindly invite you to our International Scientific Conference.
Date of the conference: 12 April 2023
Conference venue:
University of Debrecen
Faculty of Education for Children and Special Educational Needs,
4032, Hajdúböszörmény (Hungary),Désány str, 1-9.The conference program can be read in the study.
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THE CREATIVE USE OF PHOTOTHERAPEUTIC TOOLS IN EDUCATION
119-124Views:292The Educational Service functions in interdisciplinary teams. The services are primarily used by children with special educational needs, along with their parents and educators. The best practice was made by thinking in an integrated service model, based on solution-focused, children – and family-oriented experiences. One of the cornerstones is coaching, especially those tools, that inspire phototherapeutic self-knowledge and the solutions of problems, Points of You™ (Efrat Shani & Yaron Golan, 2007). The phototherapeutic picture – and word cards function as projective surfaces. They stimulate both of the cerebral hemispheres at the same time, causing an intentional confusion between the logical left hemisphere and the intuitive right one. That’s when the person is able to see a new point of view and have an „aha experience”. The new point of view can already lead to the recognition of new possibilities. The Educational Service of Hajdú-Bihar County introduced the phototherapeutic method to its educational practices in a lot of areas of the service, innovatively and uniquely in the country, on an organizational level. In the area of educational and psychological counseling and development, this method can be used in individual, couple, and group forms, as well. People can use it to develop themselves, it can be used with children, parents, educators, and other processes. The core institution of the Ministry of Education has been making this best practice popular for years now.
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COMPARATIVE STUDY OF BODY TYPE INDEXES AND MOTORIC ABILITIES OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS (SEN) AND MAINSTREAM STUDENTS BY NETFIT SYSTEM
57-66Views:339Students with special educational needs (SEN) are participants of the Hungarian educational system. The goal of this study is to compare the body type indexes and motoric abilities of SEN students and mainstream students. Sample: n = 160 persons (80 SEN students and 80 mainstream students) from 1-8 grades of elementary school. Method: the survey of body type indexes and motoric abilities physical skills was based on the Hungarian NETFIT system (NETFIT is a Hungarian acronym of the National Unitary Student Fitness Test). Results: much more emphasis should be given to physical education lessons of SEN students because their physique indicators and motoric performances are significantly worse than mainstream pupils’.
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EARLY INTERVENTION IN THE LIGHT OF A RESEARCH
17-32Views:678Nowadays, the number of children with special educational needs (SEN) is increasing, which poses new challenges for both parents and educators. It is therefore important to research this topic from the perspective of parents and professionals. At the beginning of 2019, we conducted a questionnaire survey on early intervention in Hajdú-Bihar and Szabolcs-Szatmár-Bereg counties. The online and paper-based questionnaires were processed by parents (N = 103) and professionals (N = 106) (kindergarten teacher, special education teacher, conductor, etc.), for a total of 209 questionnaires. Data collection was anonymous and participation was voluntary. After processing the data in the questionnaire, we analyzed the obtained results using an Excel spreadsheet and a SPSS statistical program. The results show that both parents (76,7%) and professionals (71.7%) believe that the development of children with SNI was fully or strongly influenced by integration, i.e., they were positively assessed. Parents of healthy children accept integration, in different settings (43.7% of respondents in kindergarten, 37.9% in school, 67% in the playground) fully accept children with special educational needs who accompany their intact child.).
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COOPERATION VS. COMPETITION. APPROACHES ON THE INCLUSION OF CHILDREN WITH SEN
25-33Views:301Solving 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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Ten Years in the Service of Special Treatment: Words of Thanks on the Occasion of the Anniversary of the Special Treatment Journal
7-18Views:131The Special Treatment Journal was launched in 2014 to provide a platform for national and international publications on children/students/persons with special educational needs, learning, and behavioral difficulties and talents. Today, the 'Special Treatment' is one of the respected journals on the national and international academic lists (as evidenced by the publication of nearly 400 papers in recent years by 313 major national and international authors). In this paper, we would like to express thanks and gratitude to all those who have contributed to the publication and survival of the journal over such a long period.
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THE REGGIO EMILIA APPROACH TO SPECIAL NEEDS CHILDREN
149-168Views:313The purpose of this paper is to discover the way Reggio Emilia addresses special needs children. This research will discuss several theories from educational psychologists such as Vygotsky, Gardner, Piaget, Bronfenbrenner, Bruner, and Dewey that are used in the Reggio Emilia approach. The Reggio Emilia approach can help special needs children optimize their learning ability, facilitate learning through experience, and give them the opportunity and courage to try something new. Thus, the purpose of this article is to investigate the extent to which the Reggio Emilia approach can aid in the development of special needs children's creativity, as well as to inform the community about the form of early Reggio Emilia education for special needs children.
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REFORMING THE TEACHER TRAINING OF THOSE WHO WORK WITH CHILDREN WITH SPECAIL EDUCATIONAL NEEDS IN DEBRECEN AND SZEGED INSTITUTIONS
7-24Views:152This study summarizes the work and significance of Dr. Sándor Náray-Szabó, who was the founder of the Hungarian special education in the 20th. century. At the end of the 19th century, Náray-Szabó (1861-1914) recognized social opportunities, and he worked in order to reform schools and the teacher training of disabled people. He was one of the founders of the modern Hungarian education system for those with special educational needs.
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Data-Driven Music Therapy: Application of the Model in the Development of Children with Special Educational Needs
55-66Views:69Data-based music therapy is associated with the name of Suzanne B. Hanser (1999), a music therapist from California, who supported the developmental effect of music with the results of her clinical research. Her publication entitled The New Music Therapist's Handbook is a guide to the organization, planning, implementation, and evaluation of this music therapy model. Since data-based music therapy is an objective, clear and goal-oriented model. There is an indispensable part of this model and basic conditions in the application of it in the precisely defined preparation, intervention and measurement moments. However, strict planning and organization become the main virtue of the model when evaluating the results achieved, as it provides accurate and irrefutable results. The data obtained this way, represent the totality of the results of observations and experiments.The main pillars of the model are the following: observation, goal-oriented planning, implementation, and objective measurement. An objective and completely clear evaluation of music therapy is provided by the measurements specified in the model. The calculation of the reliability rate and its expression as a percentage, as well as the baseline observation, are complemented by the narrative report of the music therapy supervisor with a description and evaluation of the achieved musical and non-musical therapeutic goals. This article to present describes the application of data-based music therapy in the case of a juvenile with special educational needs studying in special educational institutions.
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Improving the Movement of SEN Children with the Help of a Therapy Dog
47-54Views:114The therapeutic relationship with animals is crucial for psychological, somatic and social health, as it enriches the well-being of the functional whole (Bánszky et al., 2012). Regular contact with animals strengthens people's experience of responsibility, attachment, unconditional acceptance and love, and also creates a sense of security, as the very existence of an animal reduces anxiety symptoms, loneliness and social isolation. In addition spending time with animals helps to optimise different movements. This paper presents of an ongoing research project. The main aim of our research is to highlight the importance of canine-assisted therapy in refining the movement of children with special educational needs by having them participate in canine-assisted therapy sessions on a weekly basis, during which, in addition to anamnesis and observations, we measure the children's development using a scale (Portage scale) that is accepted in special education. It is hypothesised that the animal-assisted therapy will have a significant positive impact on the large and fine motor skills of children with special educational needs. Our chosen research methods are case study and observation. Data processing requires both qualitative and quantitative analysis.
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PEOPLE WITH DISABILITIES FROM LEARNING TO WORKING
17-26Views:404In our study, we discuss the problems of those people who live with Special Educational Needs (SEN). These are - in the beginning - connected to education (learning opportunities, ways to get professional qualifications), then to employability, and to getting a job. Besides all this, in the framework of Human Resource Management (HRM), we also study all the connotations and expectations which regard people who live with Special Educational Needs (SEN). In our opinion, special treatment is not discrimination, but t means equal judgment, support, and help, so it promotes integrating people into society and their development of feeling useful and valuable.
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TEACHERS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS: WHERE WE ARE COMING FROM AND WHERE WE ARE GOING TO?
25-40Views:173In this article, we focus on special educational needs teacher training, geographical differences, and labor market features. Sources are the admission database of 2014, n = 965), and the Hungarian Graduate Tracking System (HGTS) of 2012 and 2013; n = 567). Result: the situation of special education teachers is very good in the labor market, they are very successful because their unemployment rate is lower than average, and their job is in connection with their university studies.
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SEPARATE? TOGETHER? WHERE OVER?
147-156Views:170In 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 7 CORE PRINCIPLES OF WALDORF EDUCATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD)
133-148Views:354Waldorf 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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HISTORY OF REJECTION AND ACCEPTANCE OF PEOPLE LIVING WITH DISABILITES UP TO THE PRESENT DAY AND THEIR SITUATION IN THE EDUCATION SYSTEM
41-49Views:212The aim of this study is to make a review on people with disabilities in terms of acceptance and rejection from antiquity till the 21st century. It also focuses on students with special educational needs based on 21 empirical studies. Teachers have debates, but the question still remains unanswered: which educational form would be better for this group of students, the integrative or the segregative?
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NEW "CONTACTS": MUSIC TEACHERS, THEOLOGY TEACHERS, AND 'SEN' STUDENTS
39-53Views:159This study focuses on the integrated-inclusive education of the students with special educational needs from the side of two 'new' groups of teachers. After outlining the specific situation religious and music teachers perform in education a detailed analysis follows, which focuses on the facts of how these people see their own knowledge, difficulties, and needs in inclusive and integrated education. To assess their situation their results are compared to a so-called ’control group’. The study group is formed by the ’classic’ actors of public education, the teachers who teach general subjects.