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• The First Steps of the Auxiliary School at the Turn of the 19th and 20th Centuries in Hungary

  111-118

  Imre Pornói

  Views:

  84

  Among the public education efforts at the end of the 19th century, the compulsory school attendance. There were a significant number of compulsory school children whose physical and mental condition did not allow them to attend public schools. For them, they also looked for opportunities at the international level that would help them become useful members of society. This was provided by the auxiliary school for disabled children. At the turn of the century, the need for this became clear not only to professionals, but also to the government. The pedagogical press of the turn of the century also dealt with the admission possibilities of these students, the training of their teachers, their teaching methodology, and their future employment opportunities.

• A HISTORICAL LOOK AT THE DEVELOPMENT OF 19TH CENTURY GYPSY LITERARY WRITING

  113-121

  János Róbert Orsós

  Views:

  102

  The present study attempts to parallel the history of the development of 19th-century Gypsy literary writing with the history of the development of Hungarian language writing and literature in the 18th and 19th centuries. The basis of which was the concept of the literary historian János Horváth

• MANAGING BEHAVIORAL DIFFICULTIES OF THE FOLK SCHOOLS IN THE FIRST HALF OF THE 20TH CENTURY IN HUNGARY

  41-54

  Imre Pornói

  Views:

  167

  The 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.

• REFORMING THE TEACHER TRAINING OF THOSE WHO WORK WITH CHILDREN WITH SPECAIL EDUCATIONAL NEEDS IN DEBRECEN AND SZEGED INSTITUTIONS

  7-24

  Imre Varga

  Gyula Hatos

  Views:

  152

  This 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.