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SPECIAL TREATMENT, 2015. Vol. 1. (2.)
1-103Views:121Special Treatment, 2015. Vol. 1. (2.) - full text
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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:82The 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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SPECIAL TREATMENT, 2021. Vol. 7. (4.)
1-118Views:238Special Treatment, 2021. Vol. 7. (4.) - full text
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SPECIAL TREATMENT, 2020. Vol. 6. (4.) - FULL TEXT
1-111Views:234Special Treatment, 2020. Vol. 6. (4.) - full text
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SPECIAL TREATMENT, 2017. Vol. 3. (2.)
1-122Views:136Special Treatment, 2017. Vol. 3. (2.) - full text
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Special Treatment, 2024. Vol.10.(2)
1-107Views:28Journal of Special Treatment, 2024.Vol.10.(2) - full text
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SPECIAL TREATMENT, 2022. Vol. 8. (2.)
1-167Views:137Journal of Special Treatment, 2022. Vol. 8. (2.) - full text
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SPECIAL TREATMENT, 2021. Vol. 7. (1.)
1-126Views:275Special Treatment, 2021 Vol. 7. (1.) - full text
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SPECIAL TREATMENT, 2019. Vol. 5. (3.)
1-120Views:122Special Treatment, 2019. Vol. 5. (3.) - full text
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SPECIAL TREATMENT, 2023. Vol. 9. (3.)
1-168Views:121Journal of Special Treatment, 2023. Vol. 9. (3.) - full text
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SPECIAL TREATMENT, 2021. Vol. 7. (3.)
1-119Views:234Special Treatment, 2021. Vol. 7. (3.) - full text
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SPECIAL TREATMENT, 2021. Vol. 7. (2.)
1-138Views:307Special Treatment, 2021. Vol. 7. (2.) - full text
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SPECIAL TREATMENT INTERDICIPLINARY JOURNAL, 2023. Vol. 9. (1.)
1-210Views:179Special Treatment Journal, 2023. Vol. 9. (1.) - full text
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SPECIAL TREATMENT, 2018. Vol. 4. (4.)
1-107Views:161Special Treatment, 2018. Vol. 4. (4.) - full text
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THE REGGIO EMILIA APPROACH TO SPECIAL NEEDS CHILDREN
149-168Views:248The 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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SPECIAL TREATMENT, 2018. Vol. 4. (2.)
1-98Views:142Special Treatment, 2018. Vol. 4. (2.) - full text
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SPECIAL TREATMENT, 2016. Vol. 2. (3.)
1-104Views:138Special Treatment, 2016. Vol. 2. (3.) - full text
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SPECIAL TREATMENT, 2018. Vol. 4. (1.)
1-91Views:125Special Treatment, 2018. Vol. 4. (1.) - full text
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SPECIAL TREATMENT, 2016. Vol. 2. (1.)
1-112Views:123Special Treatment, 2016. Vol. 2. (1.) - full text
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SPECIAL TREATMENT, 2020. Vol. 6. (2.)
1-139Views:238Special Treatment, 2020. Vol. 6. (2.) - full text
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SPECIAL TREATMENT, 2019. Vol. 5. (2.)
1-93Views:174Special Treatment, 2019. Vol. 5. (2.) - full text
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SEPARATE? TOGETHER? WHERE OVER?
147-156Views:118In 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 APPEARANCE OF THE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION IN KINDERGARTENS, WHICH ARE SUPPLYING CHILDREN WITH INTELLECTUAL DISABILITY
35-44Views:296Present 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.
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SPECIAL TREATMENT INTERDISCIPLINARY JOURNAL, 2021. Vol. 7. (4.)
1-126Views:208Special Treatment Interdisciplinary Journal, 2022. Vol. 8. (4.) - full text
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KNITTED MOVEMENT ACTIVITY FROM THE PERSPECTIVE OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS
125-132Views:105It 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.