Search

Search Results

• Preschool teachers’ attitudes and preparation in the implementation of inclusive education

  45-62

  Helin Puksand

  Lii Lilleoja

  Views:

  78

  The implementation of inclusive education depends on teachers’ attitudes towards children with special needs. In 2022, a kindergarten survey was carried out, which included the topic of inclusive education. A total of 918 teachers across Estonia participated in the survey. The study aimed to map preschool teachers’ attitudes towards children with special needs and inclusive education and determine how teachers evaluate their knowledge of implementing inclusive education. Kindergarten teachers tended to favour inclusion: they agreed they could include children with special needs in leisure and learning activities. However, they found difficulties mainly with children with behavioural problems and identified other difficult situations that arise with children with special needs in the mainstream group. Most teachers with a professional education said they had the knowledge and skills to deal with children with special needs. However, teachers without a professional education could not say the same.

• SPECIAL TREATMENT, 2015. Vol. 1. (2.)

  1-103

  Treatment Special

  Views:

  130

  Special Treatment, 2015. Vol. 1. (2.) - full text

• Ten Years in the Service of Special Treatment: Words of Thanks on the Occasion of the Anniversary of the Special Treatment Journal

  7-18

  Katalin Mező

  Ferenc Mező

  Views:

  131

  The 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.

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

  1-118

  Treatment Special

  Views:

  255

  Special Treatment, 2021. Vol. 7. (4.) - full text

• SPECIAL TREATMENT, 2020. Vol. 6. (4.) - FULL TEXT

  1-111

  Treatment Special

  Views:

  254

  Special Treatment, 2020. Vol. 6. (4.) - full text

• SPECIAL TREATMENT, 2017. Vol. 3. (2.)

  1-122

  Treatment Special

  Views:

  148

  Special Treatment, 2017. Vol. 3. (2.) - full text

• Special Treatment, 2024. Vol.10.(2)

  1-107

  Editorial office of Special Treatment Journal

  Views:

  62

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

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

  1-167

  Special Treatment

  Views:

  154

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

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

  1-126

  Special Treatment

  Views:

  289

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

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

  1-120

  Treatment Special

  Views:

  132

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

   

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

  1-168

  Treatment Journal Special

  Views:

  133

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

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

  1-119

  Treatment Special

  Views:

  263

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

• Special Treatment, 2024. Vol.10.(3)

  1-150

  Editorial office of Special Treatment Journal

  Views:

  54

  Journal of Special Treatment, 2024.Vol.10.(3) - full text

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

  1-138

  Treatment Special

  Views:

  317

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

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

  1-210

  Special Treatment Journal

  Views:

  191

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

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

  1-107

  Treatment Special

  Views:

  192

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

• THE REGGIO EMILIA APPROACH TO SPECIAL NEEDS CHILDREN

  149-168

  Nor Amalina Binti Rusli

  Anikó Varga Nagy

  Views:

  313

  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:

  150

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

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

  1-104

  Treatment Special

  Views:

  149

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

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

  1-91

  Treatment Special

  Views:

  139

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

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

  1-112

  Treatment Special

  Views:

  134

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

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

  1-139

  Treatment Special

  Views:

  256

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

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

  1-93

  Treatment Special

  Views:

  218

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

• SEPARATE? TOGETHER? WHERE OVER?

  147-156

  Márta Trembulyák

  Petra Szabóné Pongrácz

  Views:

  170

  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:

  378

  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.