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• Special Treatment, 2024. Vol.10.(2)

  1-107

  Editorial office of Special Treatment Journal

  Views:

  19

  Journal of Special Treatment, 2024.Vol.10.(2) - full text

• SPECIAL TREATMENT, 2022. Vol. 8. (2.)

  1-167

  Special Treatment

  Views:

  115

  Journal of Special Treatment, 2022. Vol. 8. (2.) - full text

• SPECIAL TREATMENT, 2021. Vol. 7. (1.)

  1-126

  Special Treatment

  Views:

  253

  Special Treatment, 2021 Vol. 7. (1.) - full text

• SPECIAL TREATMENT, 2019. Vol. 5. (3.)

  1-120

  Treatment Special

  Views:

  109

  Special Treatment, 2019. Vol. 5. (3.) - full text

   

• SPECIAL TREATMENT, 2023. Vol. 9. (3.)

  1-168

  Treatment Journal Special

  Views:

  116

  Journal of Special Treatment, 2023. Vol. 9. (3.) - full text

• SPECIAL TREATMENT, 2021. Vol. 7. (3.)

  1-119

  Treatment Special

  Views:

  200

  Special Treatment, 2021. Vol. 7. (3.) - full text

• SPECIAL TREATMENT, 2021. Vol. 7. (2.)

  1-138

  Treatment Special

  Views:

  278

  Special Treatment, 2021. Vol. 7. (2.) - full text

• SPECIAL TREATMENT INTERDICIPLINARY JOURNAL, 2023. Vol. 9. (1.)

  1-210

  Special Treatment Journal

  Views:

  173

  Special Treatment Journal, 2023. Vol. 9. (1.) - full text

• SPECIAL TREATMENT, 2018. Vol. 4. (4.)

  1-107

  Treatment Special

  Views:

  134

  Special Treatment, 2018. Vol. 4. (4.) - full text

• THE REGGIO EMILIA APPROACH TO SPECIAL NEEDS CHILDREN

  149-168

  Nor Amalina Binti

  Anikó Varga Nagy

  Views:

  237

  The 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.

• SPECIAL TREATMENT, 2018. Vol. 4. (2.)

  1-98

  Treatment Special

  Views:

  122

  Special Treatment, 2018. Vol. 4. (2.) - full text

• SPECIAL TREATMENT, 2016. Vol. 2. (3.)

  1-104

  Treatment Special

  Views:

  107

  Special Treatment, 2016. Vol. 2. (3.) - full text

• SPECIAL TREATMENT, 2018. Vol. 4. (1.)

  1-91

  Treatment Special

  Views:

  105

  Special Treatment, 2018. Vol. 4. (1.) - full text

• SPECIAL TREATMENT, 2016. Vol. 2. (1.)

  1-112

  Treatment Special

  Views:

  87

  Special Treatment, 2016. Vol. 2. (1.) - full text

• SPECIAL TREATMENT, 2020. Vol. 6. (2.)

  1-139

  Treatment Special

  Views:

  212

  Special Treatment, 2020. Vol. 6. (2.) - full text

• SPECIAL TREATMENT, 2019. Vol. 5. (2.)

  1-93

  Treatment Special

  Views:

  140

  Special Treatment, 2019. Vol. 5. (2.) - full text

• Special Treatment, 2024. Vol.10.(1)

  1-136

  Editorial Board of Special Treatment Journal

  Views:

  73

  Journal of Special Treatment, 2024.Vol.10.(1) - full text

• SPECIAL TREATMENT, 2023. Vol. 9. (2.)

  1-162

  Treatment Journal Special

  Views:

  153

  Journal of Special Treatment, 2023. Vol. 9. (2.) - full text

• THE IMPORTANCE OF PLAY - THE USE OF GAMES BY SPECIAL EDUCATIONAL NEEDS TEACHER AND MAJORITY TEACHERS IN LESSONS

  7-26

  Beáta Bánki

  Roland Hegedűs

  Views:

  906

  Nowadays, 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.

• SPECIAL TREATMENT, 2018. Vol. 3. (1.)

  1-111

  Treatment Special

  Views:

  89

  Special Treatment, 2017. Vol. 3. (1.) - full text

• SPECIAL TREATMENT, 2018. Vol. 4. (3.)

  1-121

  Treatment Special

  Views:

  145

  Special Treatment, 2018. Vol. 4. (3.) - full text

• SEPARATE? TOGETHER? WHERE OVER?

  147-156

  Márta Trembulyák

  Petra Szabóné Pongrácz

  Views:

  97

  In 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.

• THE APPEARANCE OF THE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION IN KINDERGARTENS, WHICH ARE SUPPLYING CHILDREN WITH INTELLECTUAL DISABILITY

  35-44

  Eszter Varga

  Views:

  287

  Present study focuses on the appearance of augmentative and alternative communication in kindergartens, which are supplying children with intellectual disability. The augmentative and alternative communication (AAC) makes it possible, that as a result of the injury of the sounding speech or its deficiency the individual be able to express his communicational intention in some kind of manner (Kálmán, 2006).   In my research, I examine the opinions and personal experiences about the use of AAC of special education teachers. 21 special education teachers filled out the questionnaire. All of the special education teachers are women and they work in metropolitan kindergartens. The results indicate that the majority of children with intellectual disabilities need AAC. All of the asked special education teachers use the AAC in their work. Most of them use AAC in the course of development. It’s a young discipline, so there are many difficulties with its use.

• SPECIAL TREATMENT INTERDISCIPLINARY JOURNAL, 2021. Vol. 7. (4.)

  1-126

  Special Treatment Journal

  Views:

  203

  Special Treatment Interdisciplinary Journal, 2022. Vol. 8. (4.) - full text

• KNITTED MOVEMENT ACTIVITY FROM THE PERSPECTIVE OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

  125-132

  Zsuzsa Szilárd

  Views:

  100

     It 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.