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• Grades of Students with Learning Disorder and Preference of their Subjects

  19-29

  Roland Hegedűs

  Views:

  84

  In the study, based on the 2017 6th grade National Competence Measurement (NCM), we examine the average of the end-of-semester and end-of-the-year subject marks, as well as the diligence and behavior marks of children with learning disorder. In the research, we also discuss how children like different subjects depending on the existence of each learning disorders. In the research, we created seven categories (dyslexia, dysgraphia, dyscalculia, dyslexia-dysgraphia, dyslexia-dyscalculia, dysgraphia-dyscalculia, and all three together) depending on how much and what kind of learning disorder the child suffers from. Based on our results depending on the learning disorders, there is indeed a difference in the child's subject performance as well as in his/her liking of the subject, so treating the learning disorders themselves in this way in a uniform manner based on the above-mentioned is not necessarily lucky. In relation to subject preferences, the majority of children do not like those subjects in which the particular learning disorder causes problems for them.

• 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.

• 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.

• TEACHERS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS: WHERE WE ARE COMING FROM AND WHERE WE ARE GOING TO?

  25-40

  Roland Hegedűs

  Views:

  173

  In 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.