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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:151This 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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COOPERATION VS. COMPETITION. APPROACHES ON THE INCLUSION OF CHILDREN WITH SEN
25-33Views:300Solving learning tasks, among students, is usually done in the context of an interaction based on competition or cooperation. Either of the two types of interaction - cooperation and competition - has different effects in terms of the students' mutual attitudes, the degree of involvement, and the degree of participation in the performance of school tasks and individual school performance. The success of the school inclusion of students with SEN implies the cooperation between all the factors involved in this process. Special education is a part of the Romanian education system and should support educational programs for pupils with SEN suitable for their harmonious development. We started in our research from the application of a questionnaire to which teachers from Bihor County responded. If, in the preceding article, this working instrument was applied to a number of 163 teachers from mass education, to mixed classes that had in their composition and children with special educational requirements, in this article we extract the data that we have collected from to a number of 63 teachers in special education. The questionnaire comprises a total of 46 items referring to the atmosphere of cooperation and competition and comprises two parts. The first part includes questions regarding seniority in work, educational grade, age, number of the group of students they work with, etc.
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Abduction in the Assessment of Special Educational Needs - Learning Disability
31-44Views:91The 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.
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TWO DETERMINING MARIAS OF THE SPECIAL EDUCATION: MARIA MONTESSORI AND MÁRIA HÁRI
35-47Views:362This 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.
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INVESTIGATING THE WILLINGNESS TO USE ARTIFICIAL INTELLIGENCE IN EDUCATION AMONG STUDENTS OF SPECIAL EDUCATION TEACHERS
31-45Views:531Goal: Artificial intelligence-based systems, tools, and services have penetrated all areas of life, including education. The aim of this study is to find out the views of future special education teachers on the use of artificial intelligence (AI) in education. Method: In research, we surveyed n= 157 students in special education teachers with a questionnaire survey. The results were evaluated by mathematical statistical analysis using SPSS software. Within the software, cross-tabulation analysis, χ2 test, and frequency analysis were used. Results: only a very small percentage (18.5%) of the prospective special education teachers had encountered tools based on AI and applications during their previous studies. They will prefer to use AI tools outside classroom activities. There is no significant difference in the willingness to use AI in relation to age, 59.7% of those under 24 years and 65% of those over 24 years consider AI tools necessary in special needs education. However their knowledge about AI applications, tools, and possibilities is very uncertain and limited, and therefore there is a need for a wide dissemination of AI education.
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SPECIAL TREATMENT INTERDICIPLINARY JOURNAL, 2023. Vol. 9. (1.)
1-210Views:191Special Treatment Journal, 2023. Vol. 9. (1.) - full text
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SPECIAL TREATMENT, 2015. Vol. 1. (2.)
1-103Views:130Special Treatment, 2015. Vol. 1. (2.) - full text
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BRIEFLY ABOUT ISSUES RELATED TO DEVELOPMENTAL DYSPRAXIA
105-116Views:571Dyspraxia is hardly known to many people at all, but it is also less known for professionals as well. The questions are that - what does dyspraxia mean, is it related to developmental coordination disorder and another similar status. How many children are affected, how can it be recognized and diagnosed and how should it be managed? This paper attempts to provide a brief overview of developmental dyspraxia based on the questions. It deals with emerging terminologies, the impact of a state on different areas of ability, and associated states.
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The First Steps of the Auxiliary School at the Turn of the 19th and 20th Centuries in Hungary
111-118Views:83Among 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.
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SPECIAL TREATMENT, 2017. Vol. 3. (2.)
1-122Views:148Special Treatment, 2017. Vol. 3. (2.) - full text
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SPECIAL TREATMENT, 2022. Vol. 8. (1.)
1-140Views:226Journal of Special Treatment, 2022. Vol. 8. (1.) - full text
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PARTICIPATION OF CHILDREN WITH PROFOUND INTELLECTUAL AND MULTIPLE DISABILITIES IN FAMILY ACTIVITIES
83-98Views:420There are only a few studies to investigate the presence of children with profound intellectual and multiple disabilities in their home and family environment. The aim of this paper is to consider and to summarize the participation of children in family activities as to what extent they can actually be family members. "Participation" can be defined, on the one hand, as the person’s physical presence at a place or during some activity, on the other hand, as a commitment, active participation in the activity. But participation in an activity or event is only possible if the activity occurs and is also offered to children or adults. In this sense, children and adults with profound intellectual and multiple disabilities rely heavily on others. Active participation in family life may be affected, hindered or promoted by several factors, for example, the characteristics of the child, the frequency of family activities, the family income, the mother's and father's educational level, the habits, the strategies of implementation or eventually the personal assistant.
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Special Treatment, 2024. Vol.10.(3)
1-150Views:52Journal of Special Treatment, 2024.Vol.10.(3) - full text
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SPECIAL TREATMENT, 2016. Vol. 2. (3.)
1-104Views:149Special Treatment, 2016. Vol. 2. (3.) - full text
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SPECIAL TREATMENT INTERDISCIPLINARY JOURNAL, 2021. Vol. 7. (4.)
1-126Views:213Special Treatment Interdisciplinary Journal, 2022. Vol. 8. (4.) - full text
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SPECIAL TREATMENT, 2020. Vol. 6. (4.) - FULL TEXT
1-111Views:254Special Treatment, 2020. Vol. 6. (4.) - full text
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THE INTRODUCTION OF THE SPECIAL TREATMENT AND DIOGNOSTICAL RESEARCH CENTRE
91-98Views:194The ‘Special Treatment’ Diagnostical and Developmental Centre is a new research workshop of the Faculty of Child and Adult Education of the University of Debrecen. It was founded in 2015. This article shows the circumstances of founding, the main goals, the members and activities of this Centre.
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SPECIAL TREATMENT, 2020. Vol. 6. (1.)
1-112Views:279SPECIAL TREATMENT, 2020. Vol. 6. (1.) - full text
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SEPARATE? TOGETHER? WHERE OVER?
147-156Views:170In 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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SPECIAL TREATMENT, 2017. Vol. 3. (3.)
1-113Views:120Special Treatment, 2017. Vol. 3. (3.) - full text
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SPECIAL TREATMENT, 2021. Vol. 7. (4.)
1-118Views:254Special Treatment, 2021. Vol. 7. (4.) - full text
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SPECIAL TREATMENT, 2019. Vol. 5. (1.)
1-91Views:158Special Treatment, 2019. Vol. 5. (1.) - full text
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SPECIAL TREATMENT, 2016. Vol. 2. (4.)
1-114Views:144Special Treatment, 2016. Vol. 2. (4.) - full text
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DISABILITY IN MEDICINE
7-18Views:365The present paper is the first of a two-part pair of studies exploring the relationship between medical students, doctors, medicine and disability. The factors influencing the perception of people with disabilities in different historical periods are presented, based on different models. We also analyse the development of special education from a medical perspective. The history of medical education and the role of disability studies in the medical education years will be briefly discussed. The study provides the theoretical basis for a later survey-based analysis of the „doctors” opinions, knowledge and hospital experiences with groups of people with disabilities, based on their personal and professional responses.
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SPECIAL TREATMENT, 2018. Vol. 4. (1.)
1-91Views:139Special Treatment, 2018. Vol. 4. (1.) - full text