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• 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:

  217

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

• Special Treatment, 2024. Vol.10.(1)

  1-136

  Editorial Board of Special Treatment Journal

  Views:

  97

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

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

  1-162

  Treatment Journal Special

  Views:

  207

  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:

  1131

  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:

  129

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

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

  1-121

  Treatment Special

  Views:

  254

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

• SPECIAL TREATMENT, 2022. Vol. 8. (3.)

  1-157

  Treatment Special

  Views:

  278

  Journal of Special Treatment, 2022. Vol. 8. (3.) - full text

• SPECIAL TREATMENT, 2015. Vol. 1. (3.)

  1-90

  Treatment Special

  Views:

  192

  Special Treatment, 2015. Vol. 1. (3.) - full text

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

  1-113

  Treatment Special

  Views:

  120

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

• Program of the 9th 'Special Treatment’ International Interdisciplinary Conference

  Editorial Board of Special Treatment Journal

  Views:

  125

  On 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.

• SPECIAL TREATMENT, 2022. Vol. 8. (1.)

  1-140

  Journal of Special Treatment

  Views:

  226

  Journal of Special Treatment, 2022. Vol. 8. (1.) - full text

• SPECIAL TREATMENT, 2017. Vol. 3. (4.)

  1-95

  Treatment Special

  Views:

  152

  Special Treatment, 2017. Vol. 3. (4.) - full text

• SPECIAL TREATMENT, 2019. Vol. 5. (4.)

  1-87

  Treatment Special

  Views:

  165

  Special Treatment, 2019. Vol. 5. (4.) - full text

• SPECIAL TREATMENT, 2020. Vol. 6. (3.)

  1-119

  Treatment Special

  Views:

  290

  Special Treatment, 2020. Vol. 6. (3.) - full text

• SPECIAL TREATMENT, 2019. Vol. 5. (1.)

  1-91

  Treatment Special

  Views:

  158

  Special Treatment, 2019. Vol. 5. (1.) - full text

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

  1-110

  Treatment Special

  Views:

  130

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

• SPECIAL TREATMENT, 2020. Vol. 6. (1.)

  1-112

  Treatment Special

  Views:

  279

  SPECIAL TREATMENT, 2020. Vol. 6. (1.) - full text

• SPECIAL TREATMENT, 2015. Vol. 1. (4.)

  1-105

  Treatment Special

  Views:

  190

  Special Treatment, 2015. Vol. 1. (4.) - full text

• CAREER PLANNING OF YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS

  21-30

  Katalin Mező

  Mariann Móré

  Views:

  608

  The 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

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

  1-108

  Treatment Special

  Views:

  220

  This is the full text of 2015/1 of the Journal of Különleges Bánásmód /Special Treatment/.