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NECESSARY... BUT SUFFICIENT? ABOUT MEASURMENT OF SOCIAL INTEGRATION IN THE EUROPEAN UNION
5-17Views:112NECESSARY... BUT SUFFICIENT?
ABOUT MEASUREMENT OF SOCIAL INTEGRATION IN THE EUROPEAN UNION
This paper reports official data about the well-known EU migration crisis and examines the methods used to evaluate the social integration of third-country migrants into the European Union. I argue that the Zaragoza indicators, – which are currently being used – cannot include all the aspects of migrant integration, and because of this deficiency, they are not able to track the ongoing integrational processes correctly for experts and decision-makers. To demonstrate and prove this argument a comparative analysis is performed in the article. I compare data about six countries (United Kingdom, Germany, The Netherlands, France, Belgium, and Switzerland) from two data sources: the Zaragoza Indicators and the EurIslam research. The EurIslam research is a complex social-scientific project for examining the relation between Muslim migrants and their host societies and its overall considerations could make the future extension of Zaragoza indicators possible.
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DYNAMIC SENSORY INTEGRATION THERAPY (DSZIT) IN REHABILITATION OF VERBAL COMMUNICATION DISORDERS
71-80Views:196The study presents the DSIT (Dynamic Sensory Integration Therapy) and its applicability to adult stroke patients with speech therapy rehabilitation. It explains the kinds of behavioral and communication disorders, which may mean the presence of sensory integration disorganization, so may indicate offering the therapy to the patient.
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OPPORTUNITY, CHALLENGE OR OBSTACLE? THE INTEGRATIONAL FUNCTIONS OF PUBLIC EDUCATION - INTERNATIONAL OUTLOOK AND HUNGARIAN SITUATION
5-21Views:178In our paper, those international processes are studied which determine the role and effectiveness of public education in the international and Hungarian context. We try to examine what globalization processes the school fits into; what positive or negative confirmation the interventions cause in the education system. In the Hungarian situation besides the segregation and integration, the selectivity of the education system can be also seen and is also shown in the study. The paradigm shifts in public education, the role of the inclusive school are presented through the Hungarian integration efforts. To sum up, an implemented integration program is also introduced where the experts’ efforts are put in the center of the topic.
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SETTLEMENTS AND PEOPLE MID-TERM INVESTIGATION OF THE IMPLEMENTATION OF A DESEGREGATION PROGRAM
57-76Views:254Programs aimed to eliminate segregated life conditions have appeared again in domestic integration practice in the last two decades. The goal of “Roma settlement programs” is the implementation of complex interventions improving social integration and housing conditions in communities, and social work has an important role in this process. We will examine in our study the relevance of social work in an ongoing integration program in the framework of a survey that questioned social workers and residents of the segregates. The research focuses on two aspects of the programs. First, the social workers’ experiences will be examined about their work and processes that complicate it, and secondly, a survey conducted among the target group will investigate the utilization of the elements in the program and the characteristics of the relations between the target groups. Finally, the policy background of the programs, changes in the regulations of social work, and opinions of the professionals and target groups will be introduced compared similar programs in nearly a hundred settlements in the country.
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SETTLEMENT AND SCHOOL: LOCAL EXPERIENCES OF AN INTEGRATION PROGRAM - CASE STUDY
19-39Views:196Efforts to eradicate Roma settlements in Hungary the EFOP-1.6.2 project provided resources for small settlements for the resolution and elimination of segregated life situations in the 2013-2020 EU programming period. The program provides opportunities for local needs-based developments through a complex intervention system in the settlements. One of the keys to the success of the programs may be the development and operation of local collaborations. In the study, we examined how previous educational integration practices related to the segregation program in a settlement.
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ROMA COLLEGES FOR ADVANCED STUDIES NETWORK IN HUNGARY
7-15Views:382Roma colleges for advanced studies network in Hungary is a unique chain of institutions for helping those students’ integration into the system of higher education whose sociocultural background might be characterized by deprivation. Recent study analyses the history as well as the networking process of Roma colleges and the paper endeavours to interpret the features of collegiate students’ dwelling-places. In the second part, the author deals with the significance of Roma collegiate students’ fields of study related to the debate coursing on the integration policy of marginalized and peripheral local ethnic communities in Hungary.
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EARLY INTERVENTION IN THE LIGHT OF A RESEARCH
17-32Views:678Nowadays, 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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COMPARISON OF THE FAMILIARITY OF GRADE 4 ROMA AND NON-ROMA SCHOOL CHILDREN WITH SOME BIOLOGICAL TERMS IN ENGLISH AS A FOREIGN LANGUAGE
47-60Views:156Most of the Roma settlements in Croatia are spatially segregated from the settlements of the majority population. Specific cultural elements constitute the ethnic border towards the local population, making it difficult and reducing the possibility of their integration into the majority population. One of the results of that segregation is the unfamiliarity of the Roma children with the language of the majority population. This unfamiliarity with the Croatian language is a big obstacle for the integration of the Roma children into Croatian society through school education. Starting from Grade 1 they follow the regular school curriculum. Two of the subjects that are taught from the very beginning of their primary school education are Natural Science and English as a foreign language. In this paper, the authors present the results (statistical analysis and discussion) of their research study. It compares the familiarity of Roma and Non-Roma Grade 4 children (age 10) with some biological terms in English as a foreign language. Based on the results of their research, the authors suggest modifications of the school curriculum for Roma children that would enable their better school achievement and subsequently their easier integration into Croatian society.
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THE SOCIAL INTEGRATION AND SOCIAL MOBILITY: AN EXAMPLE FROM HODÁSZ
Views:124The paper examines the social mobility process of Romani youngsters in a settlement that is in one of the most disadvantaged regions of Hungary. Hodász became the centre of interest due to the relevant research concerning the mobility issue, because here, just contrary to the communities have similar sociocultural features, there are number of young Romani who could stand out by learning. The author interprets in wider aspects the determinative local norms, and the scale of values of local Vlach Romani community make possible for lots of local youngsters, that they can be graduated. In the second part of the paper the reader can understand the intellectual career by three studies, and consequently the social integration doesn’t automatically yield social mobility. In the situational analyses of Hodász example can be circumscribed the specific preconditions of intellectual career in the case of the young Romani and disadvantageous.
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THE SITUATION OF INTEGRATION-SEGREGATION IN THE LIGHT OF A RESEARCH
19-31Views:709Integration has been an international trend over the last two or three decades, the impact of which is increasingly evident in Hungary. EU resolutions emphasize social inclusion (UNESCO 1995, Europe 1998), ie advocating that children with special educational needs should not be unfairly discriminated against and excluded from society (UNESCO 1995). Integrated education in public education is a means of creating opportunities (Mesterházi, 2002). In the integrated and segregated institution we present the results of a questionnaire survey of nursing teachers (n = 86) on the issue of integration, we were curious about how receptive the experts were. that a significant proportion of teachers in mainstream schools agree partly with integrated education on the basis of the responses given. Both their teachers and the special educators do not consider it appropriate, enough to implement integrated education.
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CONNECTIONS BETWEEN SOCIODEMOGRAPHIC CHARACTERISTICS AND ATTITUDES TOWARDS EMPLOYEES WITH DISABILITIES
7-17Views:1436Since the annexation to the European Union, exceptional attention has been directed to equal opportunities and equal treatment of disadvantaged social groups in Hungary too. The Hungarian state tries to ensure the first and foremost with legal tools. It is, however, not enough to result in lasting changes in the attitude of society. Personal experiences, as well as, positive messages transmitted by others can produce a positive effect on the development of inclusive approaches. With respect to sociodemographic characteristics (e.g. gender, age, school qualification) investigations into this field suggest different research results. The questionnaire data collection took place in three districts of Hungary. The research was aimed at questioning two test groups, on one hand, the employees of social institutions who mainly deal with disadvantaged persons, on the other hand, the residents of the given districts, who have the knowledge and approach of an average citizen. The ingenuity of the research is put down to the fact that in Hungary there had never been researching to explore the attitudes of social employees. A total of 747 persons filled in the questionnaires, out of which 408 employees in social institutions and 339 district residents. This present study discloses the deeper connections of the research results which are observable between the two test groups’ attitudes to persons with disabilities and sociodemographic characteristics. Its significance is crucial in identifying the characteristics of the colleague playing an actual role in the integration who, as a reference person, with his own personal involvement can promote the integration of disabled persons into workplace communities. In the research of attitudes three well-distinguished clusters were outlined, which were named as follows: accepting, uncertain/indifferent, rejecting. The study investigates what kind of sociodemographic characteristics the residents, and social workers who belong to the three clusters have. Do people who belong to the same cluster posses similar attributes in both test samples? What kind of attributes has the residents and social workers got who show a higher level of acceptance? According to the findings of the research, the attitudes of the district residents differ in age, school qualification, and personal experience, whereas in the case of the social workers the difference in attitudes depends on age and school qualification.
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INVISIBLE LINES, INVISIBLE LIVES; EDUCATION OF AFGHAN MIGRANT CHILDREN AND THEIR FUTURE WITHIN IRAN’S BORDER
91-108Views:215During the Soviet Union occupation of Afghanistan, the Taliban insurgency within this country’s borders, and a subsequent war with the USA, people inhabiting this land were forced to leave their country to cross the neighbouring borders with the Islamic Republic of Iran. Exploring their right place in Iran’s society resulted in the residency of approximately 3.000.000 of them, which has yielded both constructive and at the same time disturbing economic and educational experiences for both nations. Cultural similarities and deviations, in some cases mutual language, and common religion have been presented as the underlying reasons for integration opportunities and also challenges. This study explains how the trends for delivering education to Afghans in Iran have fluctuated so far, yet been remarkably more efficient than their departure point. The educational future of the second, third, and even fourth generation of Afghans in Iran has become a big question with regard to the economic status and political relations of the two countries. What this study manifests is the need to recognize and fill the gaps in the education of Afghans. This goal will be achieved through a review of human rights opposing geographical determinism, illiteracy, and mistaking prejudice and excessive behaviours in the host country.
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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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COMPARATIVE ANALYSIS OF DISABILITY ATTITUDE FORMATION PROGRAMS THAT CAN BE USED IN PUBLIC EDUCATION
65-80Views:244Social sensitization created in an organized form can be an extremely powerful tool for society to become more accepting of different disabilities, and all of these can also support the more effective social integration of people with disabilities. Rejection or distancing can mostly be the result of a lack of information, so if society gets more insight and information about all this, a higher degree of acceptance can be assumed. In recent decades, the number of programs and events that set this goal has increased spectacularly. Based on the conclusions of international attitude surveys, it can be formulated as an essential variable the quality and quantity of information the respondent has about the given group, whether there is a person with a disability in his microenvironment, whether he has already established an interaction with them, and also the impulses received from the immediate environment, the family values can be an influencing factor. The foreign research on the subject also points out that attitude formation started at an early age can be really effective, and that the impulses received in institutional education can largely determine the attitude of students towards their peers with disabilities. After summarizing the international and domestic attitude research, an analysis of sensitization programs available in Hungary within the framework of institutional education, which may be suitable for shaping attitudes towards disability, was carried out with the help of a system of criteria compiled along these lines. The aspects of the analysis include how many types of disabilities are included, which age group the program is suitable for, with what intensity and how many times participation is possible, the nature of the knowledge transfer, and whether it is possible to come into contact with a disabled person, thus giving the opportunity to gather personal experience. The aim of the analysis is to compare the available programs with the results of foreign attitude surveys to identify the most optimal and widely applicable sensitization programs.
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Experiences of School Social Work in the Light of Research
19-30Views:84In the last twenty years, school social work has received increasing attention both in Hungary and internationally, and there is a growing need for the presence of a social professional in educational institutions. Since the mandatory introduction of the service, several empirical and theoretical studies have been published on the subject, which report on the practical experience and the insights of the professionals. In our research question, we looked for the answer to the experiences of the operation of school social work, in studies that were born in the first three years of the mandatory introduction. The selected six studies were analyzed on the basis of three aspects which is the integration of the social worker in the institution, the number of hours spent by the social worker at the school and the characteristics of the development of professional collaborations. The document analysis reveals that the social worker's personality, clear competence boundaries, the number of hours spent in the institution and the level of interprofessional cooperation have great importance for the integration of professionals into educational institutions. The present study aims to contribute to the theoretical foundations of a comprehensive empirical study of the current functioning of Hungarian school social work.
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FACTORS SUPPORTING HIGHER EDUCATION OF PERSONS WITH DISABILITIES IN THE LIGHT OF A RESEARCH
85-99Views:258Compared to other social groups, persons with disabilities are at higher risk of poverty. One of the reasons for this can be explained by the labour market situation of people with disabilities, as their employment is extremely low, their livelihood is primarily ensured by social benefits. One of the main guarantees of achieving an adequate standard of living is income from work. The higher qualifications the employee has, the higher the chance is to have a job that suits his/her interests and abilities. However, persons with disabilities tend to have lower educational qualifications than members of the majority of society, and their higher education is particularly low. In order to achieve equal opportunities, persons with disabilities may take advantage of allowances and subsidies in the course of their higher education as well as their studies. Using qualitative, semi-structured interviews, the research explores how services promoting equal opportunities at universities facilitate the higher education of students with disabilities, support their job search and their integration into the labour market. The research also comprised the examination of how the family background or previous (primary and secondary school) studies influenced the higher education of the interviewees. Based on the research results, it can be stated that promoting equal opportunities at universities contributes to the successful completion of studies as well as participation in the labour market eventually. The family, the parents, studying in an integrated framework play a crucial role in the decision of a student with disabilities to continue his/her studies at university.
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ATTITUDES TOWARDS THE SPORT OF PERSONS WITH DISABILITIES, I. E.: IS THE SPORT IMPORTANT IN THE LIVES OF PEOPLE WITH DISABILITIES?
19-34Views:545The equal opportunities approach of the second half of the 20th century emphasizes the social inclusion of disadvantaged groups, including persons with disabilities. Education and employment play a key role in achieving integration. Nevertheless, other fields such as leisure time and sporting activities also contribute positively to the social involvement of persons with disabilities. At present nearly 7,000 persons with disabilities are registered in Hungary who pursue sports competitively, of whom approximately 5,000 persons with intellectual disabilities (Regényi et.al, 2017). The study discloses the partial results of a research aimed at revealing the awareness of the Hungarian population regarding the sport of people with disabilities. As such research has never been carried out in Hungary before, it can fill in a niche. The results of our exploratory research may be the starting point for further investigations. The importance of the topic is given by the fact that thanks to the sport the focus is on the outstanding performance of the social group concerned rather than on their limitations and deficiencies, which therefore reinforces the positive and accepting attitude of citizens. Previous research findings have highlighted that the nature of disability-related knowledge influences the way the members of society think about persons with disabilities, i.e. when it is possible to provide information and gain experience focusing on the existing abilities and strengths of the above -mentioned group, attitudes become more positive as well. The findings of the research reveal that respondents consider it important to pursue sport within an integrated framework, at the same time they feel it is justified to do segregated sports with a view to persons with disabilities. Based on the results we can state that the media coverage of achievements in sports competitions of persons with disabilities is perceived as low level, but apparently it is not considered to be a key area in the lives of persons with disabilities.
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EVERYDAY ACTIVITIES TO HELP INTEGRATION IN PETHŐ INSTITUTE IN HUNGARY AND ABROAD
49-64Views:167This paper will present András Pető, the father of the conductive pedagogy, his method, and his institute. His new rehabilitation method gave a chance to motor disordered children and adults to learn how to adjust to society and cope with daily challenges in spite of their physical disadvantage. He established his institute after World War II in 1945, and the institute was named after him and became nationally and internationally well-known as Pető Institute.
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HR TOOLS SUPPORTING EQUAL EMPLOYMENT OPPORTUNITY
7-17Views:211Hungarian statistical surveys, as well as previous research, point out the disadvantages experienced by persons with disability and a reduced work capacity on the labour market, due to which their employment falls behind the employment of the average population. In the background of these drawbacks, there are partially negative attitudes in the society and among employers which are based on prejudices. On the other hand, in the course of the integration and permanent employment of persons with disability and a reduced work capacity not only the accepting attitude of employers but also that of employees is essential. Employment policy instruments may facilitate the economic activity of the disadvantaged labour market groups but they may need their employers to help them further with employment, integration and work. The expected or received help of the open labour market or its degree do not always meet. No empirical research has been done into this topic yet. The aim of my research is to explore the attitude, approach, and knowledge of workers in social institutions in three districts of Hajdú-Bihar county and of the inhabitants in these districts regarding persons with disability and reduced work capacity. Questionnaire research was conducted, and altogether 747 persons (408 workers at social institutes and 339 citizens) were interviewed. The present study focuses on the exploratory-like results of the research which reveal the test groups’ familiarity with and knowledge of the application of those HR management tools that can further the employment of persons with reduced work capacity. The study assesses the results based on the following variables: sex, school qualification, position, previously gained knowledge about the reduced work capacity and work experience with persons with reduced work capacity. The results of the research suggest that for persons with a reduced work capacity the organisations mainly ensure the personalised field of work, preferential working hours, and accessible work environment, but it is not certain to be enough for the permanent employment of the target group as due to their mobility difficulties they would really need support to get to their work as well.
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DISADVANTAGES AND SUPPORT: THE PLACE AND ROLE OF THE SOCIAL CARE SYSTEM IN THE LIVES OF PERSONS WITH DISABILITIES AND THEIR FAMILIES
63-76Views:496According to the data of the census in 2011, the majority of people with disabilities live in private households, while a smaller proportion of them live in institutional care. The number of families raising a child with disabilities is over 62 thousand. Research results show that providing and caring for a family member with disabilities puts a particularly heavy burden on families. Social policy instruments play a significant role in reducing the burdens of the affected social group. The present study provides an overview of the system of social benefits and services which aids the everyday lives of persons with disabilities and their families caring for them. It presents the current types of social policy instruments which support persons with disabilities and their families caring for them. We investigate whether the currently available social policy instruments are able to promote the social participation and integration of people with disabilities and their families.
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SURVEY OF THE SOCIAL COMPETENCES ABOUT THE DISADVANTAGED PRESCHOOL CHILDREN IN THE COUNTIES BORSOD-ABAÚJ-ZEMPLÉN, HAJDÚ-BIHAR AND SZABOLCS-SZATMÁR-BEREG
51-63Views:125Between 2017 and 2020, we participated in a national project led by the Education Office, called „Support for social inclusion and integration measures in public education” (EFOP-3.1.3-16-2016-00001), which we simply called "Kindergarten for Opportunities". The aim of the project was mainly to help kindergartens educate and develop disadvantaged and multiply disadvantaged Roma and Gypsy children. An important phase of the work was the survey, in which a specific assessment of skills was carried out with the active participation of the institutions, adapted to life in the kindergarten and based on the observations of the kindergarten teachers. In the present study, we focus on an important aspect of the survey, the study of social competencies. Results were obtained in three categories (self-images, social relations, and emotional-willing qualities), in five dimensions per category, from the kindergartens participating in the project in the three selected counties. In the total survey, the kindergartens provided information on a total of 1112 children, of which the number of responses received in the three counties analyzed by us was as follows: 259 in Borsod-Abaúj-Zemplén county, 178 in Hajdú-Bihar county and 271 in Szabolcs-Szatmár-Bereg county. So kindergarten teachers' statements regarding n=708 children were analyzed in this study. No significant difference can be observed in the results: only in a few cases did we experience a negative deviation in social competences in Borsod-Abaúj-Zemplén county.
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THE ISSUES OF TEACHING FOREIGN LANGUAGES TO LEARNERS WITH A SPECIFIC LEARNING DISABILITY
31-52Views:438To 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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LEARNING DISABILITIES CHILDREN WITH HYDROCEPHALUS ‒ CASE DESCRIPTION
71-81Views:388The study presents the case of a child with learning difficulties born with hydrocephalus focusing on the child’s life-cycle, analysis of personality development, and the ability to develop. As a result of hydrocephalus, typically mental, behavioral, integration disorders develop which significantly affect the individual's quality of life. In this study, we present the possible ways of development through a case study of a hydrocephalus child.
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RESEARCH OF CONNECTIONS BETWEEN GENDER RATIOS AND CHOICES BASED ON FELLOW FEELING IN CLASSES INTEGRATING MILD INTELLECTUAL DISABILITY CHILDREN
51-66Views:154In our study, the main focus has been on class communities integrating children with mild intellectual disabilities. The sample examined involved four classes, each consisting of 20 students, two of which had more boys than girls, and one had an integrated boy, while the other had an integrated girl. In the other two communities, girls were the majority, with one boy and one girl integrated in them respectively. Our aim was to observe the correlation of gender proportions and the choices of likes and dislikes. Therefore a quality-focused analysis has been performed. Sociometry has been applied as a method and data analysis has been carried out by the Smetry software. Among our results we would like to highlight that the non-reciprocal choices of likes and dislikes are more frequent in between the same gender and the need to connect with a classmate of the same or „similar” sociometric status has been realized among the students several times. The relevancy of our last supposition – that within the classes with a female majority the status of girls is worse especially if they are integrated – has been proven by striking results. The sociometric status of girls has been the least favorable in classes where the majority and the integrated student are also girls.
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RECRUITMENT AND FUTURE ORIENTATION OF DISADVANTEGED CHILDREN
21-38Views:331In Hungary, many children live in state care. In order to curb its social reproduction, it is important to see recruitment: Who are they? Where and why did they get into state care? We have to deal with the future vision, motivation, self-efficacy, cause-attribution, social integration of young people, and their ideas about them. The aim of our research is to explore the differences in the future orientation of disadvantaged young people living in orphanages and families, which were measurable by analyzing their study average, by using a vision questionnaire and a self-report questionnaire to reveal family background, and by using the Tenessee self-image scale. The study involved 60 children and young adults living in an orphanage and 60 children and young adults living in a family. Both groups consist of young people aged between 15 and 20, born between 1999 and 2004. The aim of the study was to compare the future orientation of the disadvantaged children living in an orphanage with the also disadvantaged children attending Arany János Talent Care Program but living in a family, and also to identify the differences or similarities between them. The statistical analysis found that there was a positive correlation between the vision questionnaire and the background questionnaire. Most of the questions in the two questionnaires are related.