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LEARNING DIFFICULTIES OF CHILDREN WITH EMIGRANT PARENTS
87-93Views:139At the beginning of the 21st century, a lot of Romanian parents leave their country to work abroad. While they are away grandparents or other relatives look after their children. The parents and their children keep in touch via Skype, Viber, or other technology that allows verbal communication only. It has turned out that the parents’ leaving impacts children as they have a lot of psychological problems. Moreover, they have different learning difficulties and have behavioral problems at school. The solution to solve the problem could be special methods for children with learning difficulties.
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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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POSSIBILITIES OF COGNITIVE DEVELOPMENT OF CHILDREN WITH LEARNING DIFFICULTIES
81-86Views:231This study presents the Sindelar-Zsoldos program through a case study of an elementary school boy with learning difficulties. The theoretical part is focused on the cognitive structure of the learning of disabled students. The methodological part emphasizes that if the cognitive architecture is harmonized, then even a child with learning difficulties can be successful in school and full inclusion is possible.
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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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THE EFFECTIVENESS OF THE LET’S TEACH FOR HUNGARY MENTORING PROGRAM
87-101Views:337The disadvantaged situation has been a problem in the field of education for decades, and several disadvantage-compensation programs have been set up to reduce it. This includes the mentoring process, the primary purpose of which is to provide support and assistance to a younger individual. The subjects of the research are the students participating in the Let’s teach for Hungary mentoring program. The questionnaire survey was conducted in the autumn of 2019 (n=585), during which we focused on the children's expectations of the mentoring program, their learning difficulties, learning motivation, and their plans for further learning. Students can be classified into clusters based on their motivations, which highlights that the range of participants is not homogeneous from this aspect either. The coronavirus epidemic has posed a significant challenge to traditional education, and the opportunities offered by personal mentoring have been pushed into the background over the past year and a half. Educators and students have faced numerous challenges in the transition to digital education (Kristóf, 2020). Attendance mentoring could continue in the form of distance mentoring. In our current research, we examine the existence of distance mentoring, the exploration of experiences, and the preparedness of the participants in the Teach for Hungary program. Data collection began in December 2021, and the query process is still ongoing. We carry out the survey using a mixed method. We collect quantitative data among students with the help of questionnaires, which focus on the experiences, opinions, and readiness of the children. In addition, we use a qualitative, interview-based research method that provides an understanding of more comprehensive experiences. We conduct interviews with educators, mentors, and mentored students. The subjects of the research are primary school students, mentors, and teachers of a small settlement in Hajdú-Bihar county and Szabolcs-Szatmár-Bereg county (n=60 people).
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TEACHING GERMAN IN NYÍREGYHÁZA TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS
69-81Views:204The present paper deals with the issues of teaching a second language to school-aged children with SEN in Nyíregyháza, Hungary. In our research, we made semi-structured interviews with open-ended questions featuring 25 children with Special Educational Needs in grades 7 and 8 in order to gain more information about their opinion and attitudes concerning German lessons at school, which in turn might help to unify the material and/or the methods. We also contacted the children’s parents (25) to fill out a questionnaire about their impressions and opinions with regard to their children’s German learning experience at school. Finally, we asked the two teachers to paint a broader picture of teaching German to children with SEN. The research took place in spring 2020 in Nyíregyháza. We did our research in Viktor Göllesz Vocational School, Skills Development School, Student Hostel, and Integrated Special Educational Methodological Institution as well as in Gusztáv Bárczi Primary School, Skills Development School, Student Hostel, and Integrated Special Educational Methodological Institution. To carry out our research, we asked for the parents’ and the head teachers’ ethical consent. Our experience underlines that all the participants in the teaching process feel that there is a need for unification. It would be much easier for all parties to have a German coursebook written for students aged 13-16 with SEN. Based on the answers of the language teachers, we came to the conclusion that they pay attention to individual development and playful, communicative language teaching, even though it is challenging to teach German to children with SEN, as they often have difficulties in their mother tongue.
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THE REPRESENTATION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN CONTEMPORARY CHILDREN’S BOOKS – USING THE EXAMPLE OF THE GUARDIAN ANGEL, SIMI AND THE MESSY LETTERS, AND CSONGOR MIHÁLYI AND THE TIME PLASTICINE
67-82Views:126The present study focuses on contemporary children's books that reflect some form of special educational need. Since recently there has been an increase in the number of books on topic available in the children's book market, with publishing series, issuing the difficult life situations and on the presentation of ’otherness’, including learning disabilities, it is of great importance to take a glance at these publications. In this essay, my aim is to focus on how the texts are written and the language of representation. In particular, I will pay attention to the illustrations, which make a crucial part of the experience of reception and interpretation. With this analysis, my aim is to show how concretely or abstractly a particular educational need can be represented, whether it reinforces stereotypes or not, and how this may impact the connection to the phenomenon. The analysis of the texts also provides an opportunity to validate different attitudes, behaviours, and perspectives, and can thus contribute to sensitisation. The presentation of specific educational needs, with its positive or negative connotations, and the phenomenon of positive discrimination, are closely linked to methodological possibilities and practical implications of interpreting the texts. Here it is worthcalling attention to the concepts of helpful books, sensitisation and prevention, the relationship between these terms and literature, and reflecting on the close connection of the aesthetically shaped texts to these problems. Accordingly, the paper will first aim to explore the concept of special educational needs, then it will present its types to point out the difficulties of definition, the different approaches, and to define its own terminology. Similarly, this paper will take into account the terminology of literary studies and the perspectives relevant to this thesis. This will be followed by the analyses of the three preselected volumes which on the one hand ask whether the books are appropriate for the age group they are aimed at, while, on the other hand, they concern the possible directions for future methodological inquiries. Finally, the conclusion part summerises the results of the study and the controversies surrounding the presentation of the subject in children's books.
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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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Ten Years in the Service of Special Treatment: Words of Thanks on the Occasion of the Anniversary of the Special Treatment Journal
7-18Views:130The Special Treatment Journal was launched in 2014 to provide a platform for national and international publications on children/students/persons with special educational needs, learning, and behavioral difficulties and talents. Today, the 'Special Treatment' is one of the respected journals on the national and international academic lists (as evidenced by the publication of nearly 400 papers in recent years by 313 major national and international authors). In this paper, we would like to express thanks and gratitude to all those who have contributed to the publication and survival of the journal over such a long period.
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Preschool teachers’ attitudes and preparation in the implementation of inclusive education
45-62Views:78The implementation of inclusive education depends on teachers’ attitudes towards children with special needs. In 2022, a kindergarten survey was carried out, which included the topic of inclusive education. A total of 918 teachers across Estonia participated in the survey. The study aimed to map preschool teachers’ attitudes towards children with special needs and inclusive education and determine how teachers evaluate their knowledge of implementing inclusive education. Kindergarten teachers tended to favour inclusion: they agreed they could include children with special needs in leisure and learning activities. However, they found difficulties mainly with children with behavioural problems and identified other difficult situations that arise with children with special needs in the mainstream group. Most teachers with a professional education said they had the knowledge and skills to deal with children with special needs. However, teachers without a professional education could not say the same.