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NEW "CONTACTS": MUSIC TEACHERS, THEOLOGY TEACHERS, AND 'SEN' STUDENTS
39-53Views:140This 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.
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APPLICATION OF ANIMAL ASSISTANCE AT THE UNIVERSITY OF DEBRECEN FACULTY OF EDUCATION FOR CHILDREN AND SPECIAL EDUCATIONAL NEEDS
119-126Views:51Animal assistance used among university students is not unknown, numerous foreign examples prove its valid existence. The application aimed at university students appeared in the United States of America, but nowadays it is used in many countries around the world. The emergence of assistance dogs in higher education is related to the scientific interest aimed at discovering and measuring the causes of the positive effects experienced during the use of assistance animals. Simultaneously with the introduction of animal assistance training at the University of Debrecen Faculty of Education for Children and Special Educational Needs, the university student sensitization program began in 2021, within the framework of which students can meet the assistance dog serving on the university campus on a daily basis. The first university student sensitizer dog of the country has a multifaceted task, it not only performs tasks in the field of animal-assisted activity but also fulfills a socialization role with its presence, helping many to rethink their ideas about keeping animals. The study presents this socialization program.
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TEACHING GERMAN TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS HUNGARIAN AND INTERNATIONAL OVERVIEW
55-67Views:283Nowadays teaching children with Special Educational Needs (SEN) is at the centre of attention. However, the field is really new in language pedagogy and, due to the students’ different abilities, a common methodology has yet to be developed. As a result, teachers’ creativity plays an even more important role, since they rely heavily on their own teaching experience. We will dive deeper into this topic in our two papers built upon each other, both dealing with the issues of teaching a second language to school-aged children with SEN. This present paper is about teaching German students with SEN at a Hungarian and an international level. Our research involves an international overview of several European countries (Germany, Austria, Switzerland, Romania, Poland, Russia, Estonia, and Italy). We contacted specific institutions in those countries and asked for their experience in teaching a second language to children with SEN. It also includes the language learning characteristics of children with SEN as well as the Hungarian rules governing their language teaching.
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Abduction in the Assessment of Special Educational Needs - Learning Disability
31-44Views:43The diagnostic categories used to define learning disability are not standardized, and categorization systems are vague. This study aimed to explore the diagnostic methodology and strategies used to identify learning disabilities. The aim is to identify abductions in diagnostics in the field of special education. Interpreting diagnostics in remedial education using abduction can help identify learning disabilities more accurately. In the previous research phase, we conducted a meta-analysis of 11 expert reviews to identify abduction using fuzzy logic, fsQCA, and Boolean algebra. This study allowed for the creation of a new abductive diagnostic model. Based on these results, the reliability of the diagnostic process can be increased, and the diagnostic model can be used to detect learning disabilities or other types of problems and to identify sufficient conditions underlying a given phenomenon. Neither qualitative content analysis nor fsQCA revealed a relationship between all variables at a sufficient depth. Thus, in the present study, we moved on to Bayesian meshes, which shift and attempt to reorder previously identified variables based on conditional probability. We hypothesized that the Bayesian mesh and abduction application together may already be an efficient tool, which also anticipates the possibility of automation.
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TWO DETERMINING MARIAS OF THE SPECIAL EDUCATION: MARIA MONTESSORI AND MÁRIA HÁRI
35-47Views:317This study presents the decisive pedagogy of two Marias: Dr. Montessori and Dr. Hári. Dr. Montessori was the first woman in Italy who received a medical degree and it was many years later when she did pedagogical studies as well. Dr. Hári was a young medical student when she started to work with Professor Pető who had laid down the basics of Conductive Education. Dr. Montessori and Dr. Hári had a lot in common: not just their profession was the same but thanks to their hard work both pedagogy became famous internationally. Through their personality, the reader will have a glance into their educational methods as well. The topic is relevant because both educational systems make it possible for people with disabilities to integrate into society and live meaningful lives.
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THE SITUATION OF INTEGRATION-SEGREGATION IN THE LIGHT OF A RESEARCH
19-31Views:676Integration has been an international trend over the last two or three decades, the impact of which is increasingly evident in Hungary. EU resolutions emphasize social inclusion (UNESCO 1995, Europe 1998), ie advocating that children with special educational needs should not be unfairly discriminated against and excluded from society (UNESCO 1995). Integrated education in public education is a means of creating opportunities (Mesterházi, 2002). In the integrated and segregated institution we present the results of a questionnaire survey of nursing teachers (n = 86) on the issue of integration, we were curious about how receptive the experts were. that a significant proportion of teachers in mainstream schools agree partly with integrated education on the basis of the responses given. Both their teachers and the special educators do not consider it appropriate, enough to implement integrated education.
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ON THE EDGE OF THE UNIVERSITY: THE SOCIO-CULTURAL BACKGROUND OF STUDENT BASE OF DE GYFK
19-32Views:109The ground of our study is institutional research which refers to the University of Debrecen Faculty of Education for Children and Special Educational Needs. The respondents were second-year full-time students. Our aim was to reveal what features this faculty’s students have if we compare our data to nationwide or regional empirical findings. Our empirical findings have pointed out the disadvantageous features of our students (lower rate of parents with a degree, higher rate of students from villages, etc.). These phenomena can be explained with the special social background of the training courses, the criteria of attendance, and the geographic location of the institution.
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STUDENT’S ATTITUDES TOWARDS CHILDREN WITH DISABILITY
7-15Views:560Several 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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SPECIAL TREATMENT IN HORSE ASSISTED EXERCISE
79-89Views:240According to decision No. 1061/2012 (III.12), the Hungarian Government is dedicated to National Equestrian Programme. Riding has been an optional subject in the frame of everyday physical education for all schoolchildren in 3-4-5 classes in Hungary since September 2013. The present study gives an overview of different types of horse activities focusing on approaches that are extremely suitable for teachers, trainers, therapists, and other specialists in the course of educational, pedagogical, and developmental improvement of children. The presentation of methodology is complemented by case studies.
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Theory of the Diversity of Alternative Music Pedagogy Methods
67-75Views:25Our music education is based on the concept of Zoltán Kodály and the methodological guidance of Katalin Forrai in early childhood, which is an indispensable foundation and support for Hungarian music education. The method uses fundamental values to develop children's musical skills and abilities. At about the same time, music teachers throughout Europe were engaged in reforming the structure and methodological tools of music teaching. Among these music teachers, I would like to highlight the pedagogy of Dalcrose, Orff, Willems and Freinet, who successfully applied early childhood music education and the development of children with special educational needs in their programmes. Based on their pedagogy and methods, they agreed on the following principles: musical education should start as early as possible, continuous musical activity (singing, rhythm, listening, movement, improvisation, instrument, listening) should be given priority, and in addition to age-specific characteristics, adequate emphasis should be given to individual talents, since the uneven development of psychic abilities can lead to differences in levels within a single age group over several years. Music can develop empathy and social skills. Through rhythms and harmonies, the development of large and fine movements can be achieved. It is beneficial for thinking, creativity, self-expression and the development of the sense of self. Music improves well-being, concentration and actively helps to develop attention. It leads to openness and flexibility. It also has a powerful effect on speech, imagination and improvisation skills. That is why we can use music for healing and developmental purposes. There is a long line of research that proves that the earlier in life you start to develop, develop or correct your personality through music, the earlier you should start.
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CHARACTERSITICS OF ROMA UNIVERSITY STUDENTS BASED ON SAMPLES FROM ROMA COLLEGES FOR ADVANCED STUDIES
43-59Views:158The study intends to present in a comparative manner the research conducted at the University of Pécs and the Eszterházy Károly Catholic University, which focuses on the family background, identity, school-related successes and failures of Roma students studying in tertiary education. The research was supplemented with information collected from the students of the Lippai Balázs Roma College for Advanced Studies at the University of Debrecen Faculty of Education for Children and Special Educational Needs.
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THE USE OF ENGLISH MEDIA IN EARLY CHILDHOOD
49-57Views:174The flow of information in the digital age is facilitated not only by traditional media such as television, radio, and print but also by new media such as the internet, desktops, and integrated computers, tablets, and smartphones, etc. The presence of IT tools is quite common these days among kindergarten-aged children (3-6/7), and even toddlers can use them on a daily basis. Moreover, modern pedagogy is unthinkable without digital devices that have become integral parts of innovations such as game-based learning, media-based learning, and edutainment. There are several language schools and bilingual creches where they accept very young children and babies. It is said that parents know their child best and children spend a lot of time with their parents. In consequence, this provides an excellent opportunity for parents to raise a bilingual child even if it is not his/her first language. In our paper we are combining these two, currently, central issues: the use of English-language media and early childhood language-learning, as only limited research is available about it. We are going to present the results of empirical research carried out mainly in kindergartens in Debrecen, which focused on early second language learning and the children’s use of media. Our research has two goals, so the questionnaires asked parents about the use of foreign-language media, its content and the time children spend consuming English content. In addition, we were interested in the parents’ attitude to their children’s English-language media use. We analyzed our data in the framework of early second language learning. Our research was carried out within the Early Childhood Research Group run by the Faculty of Education for Children and Special Educational Needs of the University of Debrecen. The research was carried out between October 2016 and January 2017.
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PARTICIPATION OF CHILDREN WITH PROFOUND INTELLECTUAL AND MULTIPLE DISABILITIES IN FAMILY ACTIVITIES
83-98Views:360There are only a few studies to investigate the presence of children with profound intellectual and multiple disabilities in their home and family environment. The aim of this paper is to consider and to summarize the participation of children in family activities as to what extent they can actually be family members. "Participation" can be defined, on the one hand, as the person’s physical presence at a place or during some activity, on the other hand, as a commitment, active participation in the activity. But participation in an activity or event is only possible if the activity occurs and is also offered to children or adults. In this sense, children and adults with profound intellectual and multiple disabilities rely heavily on others. Active participation in family life may be affected, hindered or promoted by several factors, for example, the characteristics of the child, the frequency of family activities, the family income, the mother's and father's educational level, the habits, the strategies of implementation or eventually the personal assistant.