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POSSIBILITIES OF INTEGRATING CAREER ORIENTATION INTO TEACHER TRAINING
135-140Views:208The evolution of the teaching profession is closely related to social expectations and the professional expectations toward career guidance counseling professionals are complex and thorough. It is important to have an interdisciplinary approach and to have the appropriate social competencies! In this study, we strive to present the career orientation that promotes the development of appropriate competencies further teacher training, and career guidance opportunities in basic teacher training. To have an effective school career guidance procedure it's necessary to integrate this activity into the system of the “every day” pedagogical tasks. Therefore, it is important that teachers be aware of the training opportunities where career guidance is prioritized.
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THE EXPERIENCES OF PHYSIOTHERAPY IN PRESCHOOLS IN THE LIGHT OF A KINDERGARTEN RESEARCH IN HAJDÚBÖSZÖRMÉNY
27-34Views:193The literature and research on physiotherapy in Hungary are not as complete as the research on physical education, so this article is also incomplete. Our research aimed to report on the experiences of physiotherapy sessions for preschool children within the physical education sector, as this area is less researched. Our research presents the experiences of children and their parents who have participated in pre-school physiotherapy in a sample of children attending the Good Shepherd Reformed Kindergarten in Hajdúböszörmény. The results are presented based on the analysis of a questionnaire filled in by 50 parents and an interview with the physiotherapy teacher who teaches in the kindergarten. The survey shows that 8% of parents of preschool children did not know that their child was attending such sessions, 92% of parents were informed, but 20% did not know how many development sessions their child was attending. The majority of parents follow up on their child's development, but consider the information provided by the teacher to be insufficient. The vast majority of parents were also aware of their child's diagnosis. Parents' opinions showed that they consider the existence of physiotherapy sessions important, as they consider it essential for the effective development of a growing organism. Parents also noted positive effects of physiotherapy sessions, such as improved posture, flexibility, reduced orthopaedic deformities, increased endurance, or improved dexterity and hand-foot coordination. Another important aspect, according to parents, is that these sessions are free of charge, take place during nursery school hours and they are playful. According to the physiotherapy teacher, the number of sessions is not sufficient to achieve optimal improvement, given that the vast majority of children only receive development in kindergarten. These results are useful and can be used in the training of kindergarten teachers or further training courses.
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SPECIAL EDUCATION TEACHER TRAINING STARTS AT THE UNIVERSITY OF DEBRECEN IN 2017
108Views:57SPECIAL EDUCATION TEACHER TRAINING STARTS AT THE UNIVERSITY OF DEBRECEN IN 2017
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THE IMPORTANCE OF PLAY - THE USE OF GAMES BY SPECIAL EDUCATIONAL NEEDS TEACHER AND MAJORITY TEACHERS IN LESSONS
7-26Views:1131Nowadays, 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.
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WINDMILL FIGHT? THE SITUATION OF BESD STUDENTS AND THEIR PARENTS AND TEACHERS IN THE VIEW OF INTERVIEWS WITH DEVELOPMENT TEACHERS
113-124Views:375Nowadays, there is a strong focus on students with learning and behavioural difficulties, both internationally and nationally. Their growing number year by year is challenging teachers to develop their skills and to learn new methods to alleviate or eliminate the problems these students are struggling with. Numerous studies have focused on the underlying causes of the achievement of the average student, while relatively little research has examined the individuals and factors that influence the achievement of students with BESD. This study analyses one interview with a focus group and five semi-structured interviews with teachers of development. The current exploratory interview study focuses on the role that developmental teachers and teachers play in the educational lives of students with these difficulties, and whether the parents of these students are more involved in their school education than parents of average students.
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FACTORS OF PARENTAL INVOLVEMENT IN RELATION TO CHILDREN’S BEHAVIORAL SYMPTOMS
7-25Views:154In our study, the features of contact between parents and teachers and the particular patterns they take were examined in connection with children’s behavioral symptoms. With cluster analysis, seven clearly analyzable patterns of contact were identified, the two most frequent of which (unifacial and formal) do not favor problem solving, nor provide parental satisfaction.
Two patterns (flexible and adaptive) proved to be the most satisfying and the most effective. Children’s symptoms (social problems, anxiety, somatization, attention deficit, deviant behavior, aggressivity) are significantly related to the quality of parent-teacher contact. In the case of the less favorable and less effective contact forms, parents report more behavioral symptoms, while in the case of the flexible, adaptive, emotionally satisfying, and effective problem-solving contact forms, there are fewer symptoms. These results draw attention to important tasks on many levels: to work out operable patterns of parent-teacher contact, to better understand the role and tasks of teacher training, and the need to involve experts to assist in developing parent-teacher contact, which is also indispensable in terms of helping and developing children and their mental health.
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SUPPORTING A STUTTERING STUDENT AT SCHOOL
91-104Views:341Stuttering is a disability of tempo and rhythm in the speech that students, special education teachers, and speech therapists face in their daily work. Previously, stuttering has been researched from the perspective of speech therapy and speech therapists. This research is however based on the opinions of the youngsters in question. One percent of the population are considered stutterers as per Guitar’s (1998) theory — which would mean that in Estonia, approximately 1,500 students are stutterers. Students spend a large and valuable part of their day and leisure time at school. It is therefore essential that teachers and advisors are aware and competent in providing support to stuttering students as needed. These students do not receive enough support and attention, as stuttering is considered a disability that does not distract teachers from doing their job. It can be assumed that teachers do not change their methods and systems in evaluating a stuttering student. It is nevertheless crucial that the student with the impediment feels safe and good at school and can express their thoughts in speech. The aim of this research is to find out how stuttering students cope in their school environment. The research also focuses on the experiences of teachers and support specialists in order to understand their cooperation when assisting a stuttering student.
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TEACHERS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS: WHERE WE ARE COMING FROM AND WHERE WE ARE GOING TO?
25-40Views:173In this article, we focus on special educational needs teacher training, geographical differences, and labor market features. Sources are the admission database of 2014, n = 965), and the Hungarian Graduate Tracking System (HGTS) of 2012 and 2013; n = 567). Result: the situation of special education teachers is very good in the labor market, they are very successful because their unemployment rate is lower than average, and their job is in connection with their university studies.
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TEACHER COMPETENCES IN SÁNDOR IMRE'S PEDAGOGICAL SYSTEM: "A TEACHER SHOULD NOT COMMAND RATHER STEER UNNOTICED" (IMRE, 1928, 196.)
55-62Views:155In this paper, referring back to the Hungarian didactic traditions, the author is examining the pedagogical thoughts of a 20th-century Hungarian educator, Sándor Imre. The main statement of this paper is that his educational work has an impact on today’s modern education.
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REFORMING THE TEACHER TRAINING OF THOSE WHO WORK WITH CHILDREN WITH SPECAIL EDUCATIONAL NEEDS IN DEBRECEN AND SZEGED INSTITUTIONS
7-24Views:152This study summarizes the work and significance of Dr. Sándor Náray-Szabó, who was the founder of the Hungarian special education in the 20th. century. At the end of the 19th century, Náray-Szabó (1861-1914) recognized social opportunities, and he worked in order to reform schools and the teacher training of disabled people. He was one of the founders of the modern Hungarian education system for those with special educational needs.
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MANAGING BEHAVIORAL DIFFICULTIES OF THE FOLK SCHOOLS IN THE FIRST HALF OF THE 20TH CENTURY IN HUNGARY
41-54Views:167The end of the 19th century and the first half of the 20th century was a period of widening education and eradicating illiteracy in civil nation-states. The compulsory education laws also provided opportunities for the lower social classes to obtain a school qualification that also contributed to improving their social situation. The school as a socialization terrain, in its standards, behavioral and knowledge expectations, served the political and social stability of the current system. Because in many different groups of society they differ in many ways from the expectations of the school, in the behavior of the students, they caused the existence of permanent discipline problems, which were repeatedly dealt with in the pedagogical and psychological press and publications. Discipline generally meant creating an external order, in which the main role was the example of the teacher. During the reward and punishment, the goodwill and justice of the teacher were considered important. The forms of punishment were different at the school level. At elementary school, pupils were first given oral warnings. Then the parents were informed, then the teaching staff and the guardians took action. In secondary schools, punishment ranged from verbal reprimand to exclusion from school. In high schools, physical punishments were forbidden.
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SPECIAL EDUCATION TEACHER TRAINING STARTS AT THE UNIVERSITY OF DEBRECEN IN 2017
99Views:57SPECIAL EDUCATION TEACHER TRAINING STARTS AT THE UNIVERSITY OF DEBRECEN IN 201
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EDUCATION FOR MULTIPLE DISADVANTAGED STUDENTS IN ISRAEL
31-40Views:189Because of the three religions are involved in the social life in Israel, not only the society and everyday life are very complex, but its educational system as well. The religious, political, cultural, and economic diversity of society has left a strong impression on education, including the educational provision of minority students. The topic of the writing is the education in Israel, including the most disadvantaged group, the past of the Bedouin pupils and their current situation. Nowadays, Bedouins make up one-third of the Negev population (210,000 people) who have been constantly turning from semi-nomadic lifestyles into living in the past decades. About 90,000 people live in unknown villages and camps, which in itself poses serious difficulties for Israeli education policy. The article gives an overview of the changes in Bedouin's social situation in the past 60-70 years, the circumstances of the first school, the effectiveness of the Bedouin pupils, their opportunities for further education, and its characteristics. In order to understand the functioning of the education system, it is essential to know about teacher training and the characteristics of the teachers who work in Bedouin schools.
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THE ISSUES OF TEACHING FOREIGN LANGUAGES TO LEARNERS WITH A SPECIFIC LEARNING DISABILITY
31-52Views:436To make language teaching effective, it is important to consider the forms of language teaching, especially when we talk about learners with a specific learning disability. Our theoretical paper tries to review the literature of language teaching and dyslexia. The goal of our paper is to briefly present the definitions of dyslexia as well as to describe its signs and symptoms. This paper deals with the issues of language acquisition and language teaching, focusing on the difficulties which emerge when learning English. A dyslexic learner usually has difficulties in reading and writing in his L1, their reading is slower and they have problems with reading comprehension too. Besides the possible difficulties, we also discuss the strengths of dyslexic learners as their most important compensating skills are global/holistic thinking, visualisation, creativity, and problem-solving. Our paper also deals with the regulations governing language teaching in schools and the issues of choosing the language to learn at school. In higher education and in the world of work, speaking foreign languages and having language certificates are advantages, consequently, it is necessary to have appropriate course material. Language learners with dyslexia also have to take a school-leaving exam /GCSE in a foreign language, which is why our paper also deals with the output of language teaching in schools as well as the possibilities for dyslexic candidates offered by some Hungarian language exams (ORIGO, BME, DExam, ECL) The paper also mentions the issues of course material and language course books, as well as addressing the question of inclusive teaching for dyslexic learners. We also discuss the competencies required by a Special Educator as a language teacher, as he/she can help students, not only in learning English but also in the integration process.
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TEACHERS IN A DISADVANTAGED POSITION
39-50Views:127The writers of this study will use the expression ‘disadvantaged’ in a broader sense. The first part of the study deals with teachers and teacher trainees who are in a disadvantaged position because they have got a physical disability. Structured interviews were made with 8 persons. The interviews focused on their educational experiences and also their experiences in the labor market. The key question of the interviews was whether the interviewees had experienced negative discrimination or not. The other part of the study written by Noémi Csilla Borsodi deals with teachers who are in a disadvantaged position because they are working in a vocational school. Many times, a lot of people have written about pedagogical success, its determination, and the grouping of its indicators. First, pedagogical success will be discussed from a different perspective, then the working conditions at a vocational school will be mentioned. Furthermore, the reasons for why the traditional concept cannot be ’substitute’ into the ’equation of success’ for vocational school. Finally, some good practices will be shown that could help motivate students.
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DIDACTIC GAMES TO DEVELOP MATHEMATICAL CONCEPTS FOR CHILDREN WITH SPECIAL NEEDS IN KINDERGARTEN
83-93Views:315Children with developmental disorders do not acquire the same way as do children with an age-appropriate intellectual level, so it needs to be carefully chosen what kind of methods to use and in what way to teach the children. For preschool children, the most efficient and simplest method of teaching mathematics is a playful approach to learning activities. The purpose of this work was to create a set of materials to support the teaching and learning of mathematical concepts for preschool-age children with special needs. There were created learning materials such as Train, Shelves, Long and short, Butterflies and cars, Wide and narrow road, and board game Owls. All the learning materials, including a board game, are laminated and most of them are provided with velcro strips to stick different parts. All the learning materials are tested on preschool-age children and asked specialists and teachers, who work with children with special needs, to give their expert evaluation. Learning materials support teaching mathematical concepts for preschool-age children with special needs.
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EARLY INTERVENTION IN THE LIGHT OF A RESEARCH
17-32Views:673Nowadays, the number of children with special educational needs (SEN) is increasing, which poses new challenges for both parents and educators. It is therefore important to research this topic from the perspective of parents and professionals. At the beginning of 2019, we conducted a questionnaire survey on early intervention in Hajdú-Bihar and Szabolcs-Szatmár-Bereg counties. The online and paper-based questionnaires were processed by parents (N = 103) and professionals (N = 106) (kindergarten teacher, special education teacher, conductor, etc.), for a total of 209 questionnaires. Data collection was anonymous and participation was voluntary. After processing the data in the questionnaire, we analyzed the obtained results using an Excel spreadsheet and a SPSS statistical program. The results show that both parents (76,7%) and professionals (71.7%) believe that the development of children with SNI was fully or strongly influenced by integration, i.e., they were positively assessed. Parents of healthy children accept integration, in different settings (43.7% of respondents in kindergarten, 37.9% in school, 67% in the playground) fully accept children with special educational needs who accompany their intact child.).
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TEACHERS' ROLE IN THE TALENT DEVELOPMENT
5-19Views:213This study focuses on teachers who work with gifted and talented students. Its central questions are: What are the distinctive characteristics of these teachers? How can we diagnose these characteristics? Can we develop these characteristics? What special roles have the teachers in case of talent identification and development? These questions have been in the center attention of talent education for more decades, and now, this paper gives a possible answer.
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PROFESSIONAL RECOMMENDATION FOR THE TRAVELING TEACHER’S WHO ARE WORKING WITH THE VISUALLY IMPAIRED AND HABILITATION PERSONALITY DEVELOPMENT HIGH – SCHOOLER
101-107Views:149At the beginning of high school studies where visually impaired with young people have to outbrave with much daily difficultly. Orientation in the institution about high school ‘s rhythms higher class sizes and higher levels of attitudes and methods that require more independent thinking by class teachers are more challenging to them than their good companions. Particularly heavier situations are encountered by young people with visually impaired who have been studying in a segregated institution in previous years, where they have completed their studies in a smaller class community, an educator, a specialized tool, and individual development assistants. The travel ambulance service ensures that this supportive assistance is provided in an integrated environment both for students with visually impaired and secondary school teachers
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REVIEW ABOUT GIGI FORTE’S BOOK ENTITLED „HUMANITY”
107-110Views:107This book review presents Gigi Forte's autobiographically inspired 458-page book Humanity. The heroine of the story is Emma Erős, who was born with cerebral palsy. The author of the book review, Dr. Adrienn Oravecz, who was also born with cerebral palsy, consciously chose the quotes in the review, trusting that they will make the readers think. On the one hand, the book can also be read as a developmental novel, because the reader is involved in the story from the moment of Emma's birth until the end of her university studies. On the other hand, it is also excellent as a characterization, since in the work we get to know many teacher characters and their attitude towards Emma's disability. Quoting the writer's words the main message is the following: "I hope that Emma's character can serve as an example for my young peers that they can achieve their goals even against the odds, if they believe they can." (Gigi Forte, 2021, 458. ).
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Supporting Students with Anxiety in Their Studies
83-98Views:65Anxiety is a prevalent mental health issue among children and adolescents, which can have a detrimental impact on their personal relationships and academic performance. This study aimed to identify the manifestations of anxiety in educational settings, the effects of anxiety on educational activities, and the types of support that should be provided to students with anxiety. The following research questions guided this study: 1) How is anxiety expressed among 13-14-year-old students when in school? 2)How does anxiety affect the 13-14-year-old students' educational activities? 3) What kind of support should be provided to students with anxiety at school? The participants were 26 students aged 13-14 from various Estonian schools. The data was gathered for analysis via interviews and a questionnaire. A mixed-methods approach was employed. According to the research, children experience anxiety both before and during a test or presentation. It appears that each student expresses fear at school in a different way. Students who learn remotely report feeling less anxious during class activities. This is because they do not have to answer in front of the class or turn on the camera when participating in online lessons. Furthermore, students aged 13-14 prefer to talk to their friends who are also experiencing anxiety than to adults who do not understand their anxiety. Finally, the students' answers revealed that the teacher should ask all the students with equal frequency to present their homework. It is also recommended that anxious students be supported by helping them recall what they have learned and use different methods to assess their knowledge. The students stated that they require a quiet and safe place to be alone at school. There is a need to raise awareness about anxiety symptoms and ways for teachers to support students.
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TIME FOR TEACHERS AND STUDENTS TO TAKE MORE CONTROL OF LEARNING
85-90Views:198The article focuses on the idea that it is time that teachers and students take control of their own learning, that education must be transformed and aligned with the realities of the 21st century. One way to take ownership of our own learning is student-centered teaching and learning. In this process several elements are important: constructivist activities, metacognitive reflections, student and professor partnerships, collaborative/cooperative efforts, authentic assessments, active and on-going student engagement in the work to learn, explicit teaching of important skills, student control of at least some of their learning, peer and professor/teacher feedback, and learning-based, to a large extent, on student effort.
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The Discourse on Hygiene in Relation to the Role of Public Teachers in the ’Néptanítók Lap’ between 1922–1924
7-17Views:62The Covid epidemic has highlighted that the health care system alone is not enough to tackle a pandemic affecting a large population. In addition to medical and public health activities, there is also a need for educational activities in the education subsystem, involving the professionals involved. This is why it is important to look at the issue of health education in schools from a historical perspective, given the epidemics of our time. In the turbulent social and political environment following the First World War, public health was a less favoured area for policy-makers, while the physical and psychological trauma of soldiers returning from the war and the health of those left behind was a serious problem. The virulent Spanish flu, which affected millions of families across Europe, the devastating tuberculosis in our country, but especially the diphtheria and influenza, which were dangerous for children, posed a serious challenge to the scientific and educational scene in Hungary. The spread of a healthy lifestyle and education was not helped by the environment of schools (attitude of the maintenance staff, quality of the built environment, sociocultural tradition of the rural population, rapid spread of urban life). The alternative health approach and the life reform movement, although sporadically emerging in the period, did not appear in the mainstream of pedagogy, and health education progressed slowly, while, for example, child mortality, which is also linked to the health-conscious behaviour of parents, was blatantly high. The appointment of Kuno Klebelsberg as minister (1922) can be seen as a paradigm shift, as he is not only exposed as a minister with considerable experience in state administration, but also as a conceptual cultural politician who understood the challenges of education and popular education at the micro and macro levels. In our research, we analysed the relevant issues of the People's Teachers' Journal - a standard-setting publication of the Ministry of Education and Religious Affairs, which serves as a guide for teachers in practice - using qualitative thematic content analysis. The selected period: 1922–1924. Our questions are: how is the situation of school health reflected in the journal? What roles and tasks do and would policy-makers delegate to the folk teachers? What extracurricular tasks do they assign to teachers in the field of health education? Are there any patterns in the discourse in relation to school leaders? How have the teachers' organisations received it and what suggestions have they made to policy-makers and practitioners?
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SIMPLE GAMES FOR TEACHING FOREIGN LANGUAGES TO LEARNERS WITH LANGUAGE-BASED LEARNING DISABILITIES
121-134Views:284Teaching languages to learners with dyslexia is a challenge for the language teacher since preparing materials for Multi-sensory Structured Learning Techniques (MSL) is time-consuming and costly. In our paper, we present simple teaching aids that are appropriate, mostly for upper-primary English lessons (Grade 4–8). The paper does not discuss possibilities offered by ICT tools, focusing on manipulative tasks only. First, we present techniques without writing (e.g. TPR), then we present tasks and ideas that require writing in the areas of developing spelling, vocabulary and speaking. In addition, we discuss the development of listening and writing skills.
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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
17-24Views:192The 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.