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• 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:

  288

  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

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

  1-126

  Special Treatment Journal

  Views:

  213

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

• 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/.

• CAN THE PEDAGOGICAL PRACTICE OF THE PRE-SERVICE TEACHERS REMOVE THE SOCIAL PREJUDICE TOWARDS THE PUPILS WITH SPECIAL NEEDS? A COMPARATIVE ANALYSIS ON THE ATTITUDE TOWARDS BEHAVIORAL MANAGEMENT IN PRIMARY SCHOOL

  17-24

  Laura Bochiș

  Maria Cristina Florescu

  Mihaela Indrieș

  Views:

  192

  The aim of the study is to highlight the attitude of the students (N=72) from Pedagogy of Primary and Preschool Education Program (pre-service teacher), from first and third years of study, related to how they want, as future teachers, to develop pupils’ learning skills in the inclusive classroom by adopting certain behavioral management of pupils with special needs. The working tool used is the Behavior and Instructional Management Scale, developed by Martin and Sass (2010). The comparative analysis of the results obtained according to the year of study captures the existence of statistically significant differences in the aspect of the management of the behavior in the classroom, both in traditional and inclusive classes, during the lessons, with higher averages for the pre-service teachers of 3rd year. Also, pre-service teachers from the 3rd year of study have a higher level of expectations for implementing the rules in school activities with pupils with special needs, compared to the pre-service teachers of the 1st year, which draws attention to the importance of pedagogical practical stage in primary school.

   

• Theory of the Diversity of Alternative Music Pedagogy Methods

  67-75

  Borbála Tamásiné Dsupin

  Views:

  82

  Our 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.

• Abduction in the Assessment of Special Educational Needs - Learning Disability

  31-44

  Gergő Vida

  Kálmán Sántha

  Views:

  91

  The 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.

• WHEN THE DRAMA IS EXPERIENCED: APPLICATION OF DRAMA PEDAGOGY IN THE HUNGARIAN LITERATURE CLASS OF MILD INTELLECTUAL DISABLITY AND TYPICAL DEVELOPED STUDENTS

  47-63

  Kinga Tóth

  Roland Hegedűs

  Views:

  271

  Practice-oriented teaching for children with mild intellectual disabilities is used interchangeably in the study, therefore the investigation presented in this study looks for the answer to how children evaluate a lesson in which they work with dramatic methods. Due to the comparison, three classes - a special education class, an integrative class, and a mainstream class - processed Aiszóposz: Mice and Cats using the methods of drama pedagogy. During the investigation, questionnaire data collection and participant observation were carried out. From the results, it can be concluded that the children in all three types of classes rated the lessons with drama pedagogical tools better.

• TWO DETERMINING MARIAS OF THE SPECIAL EDUCATION: MARIA MONTESSORI AND MÁRIA HÁRI

  35-47

  Adrienn Oravecz

  Views:

  362

    This 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.

• TEACHING GERMAN TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS HUNGARIAN AND INTERNATIONAL OVERVIEW

  55-67

  Magdolna Nemes

  Helga Rózsa

  Views:

  325

  Nowadays 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.

• THE MOTIVATING EFFECT OF THE FLOW EXPERIENCE IN THE COURSE OF ENVIRONMENTAL EDUCATION AT THE SPECIAL NEEDS STUDENTS WITH CP, INSIDE ECO-SCHOOL FRAMEWORKS

  103-107

  Gizella Bacsó

  Views:

  218

  According to today's social norms, within the framework of an eco-school, our aim is to educate students who can recognize environmental hazards and are able to prevent the deepening of the environmental crisis. We have assumed that the possibilities of environmental education outside the classroom can be integrated into the complex system of conductive education, even for children with special needs. I would like to highlight those activities that trigger the flow experience for our students, helping create an internal motivation for all activities that serve the interests of environmental education. The changes also show in the increased number of such programs. Even though we are a segregated school, environmental education is still very decisive in our institution and we try to convey this view outside our walls.

• FROM STUDENTS' PEN: EXPERIENCES OF STUDY-TOURS OF ERASMUS + AND CAMPUS MUNDI

  67-84

  Kitti Aranyosi

  Views:

  94

  The paper is written by Social Pedagogy, Infant and Early Childhood Educator or Early Childhood Education BA students of the Faculty of Education for Children and Special Education of the University of Debrecen who took part in Erasmus+ and/or Campus Mundi mobility programs (study or traineeship) between 2014 and 2017. The students give a brief summary of their positive and negative experiences as well in Barcelona (Spain), Tallinn (Estonia), Is-Swatar (Malta), Plymouth (United Kingdom), Cluj  Napoca, and Oradea (Romania), and Wrasowice (Poland).