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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:90The 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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GIPSY CHILDREN AT THE DEBRECEN FOOTBALL ACADEMY–RESULTS OF A QUALITATIVE STUDY
39-50Views:129One of the aims of the present study is to briefly outline the issues related to gipsy and sportsmen in the literature, and to interpret the main challenges and potential barriers that arise in this context (Bailey, 2005; Sütő-Gabóda, 2013; Kovács, 2016; Faragó and Konczosné, 2017). We also aim to review the most important contexts related to the social background of athletes and, more narrowly, football academics as a possible option for breakout opportunities, based on the football academy system that has been operating in Hungary since 2001 (Rábai, 2021), and to examine specifically how the Debrecen Football Academy can help young people of gipsy origin to break out. The focus of our study is qualitative research, during which we interviewed the leaders of the Debrecen Football Academy in order to get answers to our questions about the gipsy children in the academy. During the interviews, the interviewees provide an overview of the recruitment, social background and typical career paths of gipsy children who have attended the academy so far, as well as a general discussion of their situation and opportunities. Based on our results, the children studying and developing at the football academies have a stable social background, and the Debrecen Football Academy also offers scholarship-like support opportunities that can help children from lower social status in the institution receive significant support. Academy leaders emphasized during the interviews that, although gipsy children often drop out of education, they have a number of successful careers behind them, suggesting that they too have every opportunity to break through the academy. Interviewees also said that they do their best to support gipsy children so that no one is disadvantaged because of economic or social deprivation.
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THE 7 CORE PRINCIPLES OF WALDORF EDUCATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD)
133-148Views:277Waldorf education provides a developmentally appropriate, experiential, and academically demanding educational approach. It seeks to stimulate lifelong learning in all students while also allowing them to fully utilize their individual abilities. Hence, the objective of this study is to establish how the seven core principles of Waldorf education will assist children with Autism Spectrum Disorder (ASD) to flourish. The Waldorf method, according to Priyanti and Warmansyah (2021), is utilized to help children attain a delicate blend of genuine experience, which leads to a strong level of confidence in their abilities. This applies the acquired abilities to use especially for ASD children. Furthermore, the significance of this paper can also assist the educational system in identifying the methodological underpinnings that will benefit these special kids. This study is a review of the literature to determine how the seven key principles of Waldorf education support children's moral growth and encourage free and independent thought, which promotes self-discovery. ASD children benefit greatly from educational philosophies that encourage the development of successful social-emotional behaviors and academic skills. Waldorf education, an educational philosophy that emphasizes developmentally appropriate hands-on learning, has been shown to improve social and academic outcomes for children with disabilities such as ASD.
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WHEN THE DRAMA IS EXPERIENCED: APPLICATION OF DRAMA PEDAGOGY IN THE HUNGARIAN LITERATURE CLASS OF MILD INTELLECTUAL DISABLITY AND TYPICAL DEVELOPED STUDENTS
47-63Views:203Practice-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.
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THE EXPERIENCES OF PHYSIOTHERAPY IN PRESCHOOLS IN THE LIGHT OF A KINDERGARTEN RESEARCH IN HAJDÚBÖSZÖRMÉNY
27-34Views:144The literature and research on physiotherapy in Hungary are not as complete as the research on physical education, so this article is also incomplete. Our research aimed to report on the experiences of physiotherapy sessions for preschool children within the physical education sector, as this area is less researched. Our research presents the experiences of children and their parents who have participated in pre-school physiotherapy in a sample of children attending the Good Shepherd Reformed Kindergarten in Hajdúböszörmény. The results are presented based on the analysis of a questionnaire filled in by 50 parents and an interview with the physiotherapy teacher who teaches in the kindergarten. The survey shows that 8% of parents of preschool children did not know that their child was attending such sessions, 92% of parents were informed, but 20% did not know how many development sessions their child was attending. The majority of parents follow up on their child's development, but consider the information provided by the teacher to be insufficient. The vast majority of parents were also aware of their child's diagnosis. Parents' opinions showed that they consider the existence of physiotherapy sessions important, as they consider it essential for the effective development of a growing organism. Parents also noted positive effects of physiotherapy sessions, such as improved posture, flexibility, reduced orthopaedic deformities, increased endurance, or improved dexterity and hand-foot coordination. Another important aspect, according to parents, is that these sessions are free of charge, take place during nursery school hours and they are playful. According to the physiotherapy teacher, the number of sessions is not sufficient to achieve optimal improvement, given that the vast majority of children only receive development in kindergarten. These results are useful and can be used in the training of kindergarten teachers or further training courses.
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HISTORY OF LANGUAGE LEARNING AT AN EARLY AGE ON NYÍREGYHÁZA
7-18Views:154In our paper, we deal with the significance of learning languages at an early age. While going through the literature of the topic, we draw attention to the importance of age in learning a language, as well as the basic differences between language learning and language acquisition. In the following, we present the options outside the family (such as language schools and family creche 'családi bölcsőde') for learning a language at an early age in Nyíregyháza in 2017. In our research, we also wanted to find out what differences can be seen in terms of the methodology of early foreign language activities in kindergartens/preschools between the activities held during the change of the political regime in Hungary (1989/1990) and today. We chose the interview as a research method because in this way we can get a picture of the foreign language activities in kindergartens/preschools and their first steps in the 1990s when they were first available to children. We made eight interviews in spring 2017, asking kindergarten pedagogues/early childhood educators and language teachers as well as who had held English activities in kindergartens/preschools. Based on the information we received from the informants, we can say that early English activities were available in 23 kindergartens/preschools out of the 34 kindergartens/preschools (68%) operating in Nyíregyháza, Hungary in 2017. In some kindergartens/preschools children can also take part in early French and German activities. We have also realized that the number of those kindergartens/preschools which organize playful foreign language activities on a weekly basis has been increasing since the 1990s. From the recollections of the informants, it has also been revealed to us that during the change of the political system providing personal criteria (that is finding qualified teachers) was the most difficult task. Nowadays, several kindergartens/preschools employ kindergarten pedagogues who are able to take part in the language development of children in a foreign language as they are competent users of it. Playfulness, using audiovisual devices, and a lot of props have been highly important since the very beginning in the kindergartens, and pedagogues have also been doing their best to use and try different methods in order to develop the foreign language competence of children aged 4-7.
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THE ROLE AND METHODOLOGICAL ASPECTS OF MOVEMENT DEVELOPMENT IN THE SPECIAL EDUCATION
101-112Views:1997The essence of man is movement. It is true that the need for exercise varies at different age stages, but movement and its developmental role and positive impact accompany us throughout our lives. Movement development determines the development of the abilities of healthy and disabled children, which is manifested in the improvement of not only motor but also cognitive abilities. In our article, we present the theoretical foundations of movement development and development by analyzing secondary literature. We highlight and present the methodological features related to movement development that can be used in the field of special education, which can help children with special needs or disabilities to overcome their ability disadvantages.
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INTRODUCTION INTO SELECTIVE MUTISM
45-57Views:273Parents, teachers, and often even experts (including psychologists and therapists) are baffled by a mysterious communicative disorder, which is defined by relevant literature as “selective mutism.” Children living with this disorder refuse to speak to anyone (especially in kindergarten and in school), in spite of the fact that their vocal development is unharmed and they communicate with their parents and other family members normally at home. This disorder may not cause problems in kindergarten but all the more so in school. Pedagogues lack any tools for the special treatment of non-speaking children, in order to help them overcome their communicative barriers, and this raises several obstacles in the teaching process. In this paper, the reasons leading to selective mutism are discussed besides the question of whether, in cognizance of the background knowledge, supporting experts (including teachers) can if at all, cooperate successfully in bridging and resolving symptoms.
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THE ELEMENTARY SCHOOL-TEACHING IN THE REFLECTION OF THE CONTEMPORARY TABLOID PRESS AT THE DAWN OF THE 1930S
39-54Views:133The pedagogue's ethos and the process of professionalization of elementary school teaching in the early 1930s already have serious literature, but it's also interesting to examine the underestimated expertise of the era in other aspects. The goal of our research was to analyze the contents of two tabloids which had the largest reading camps in the first half of the 30s on the subject of teaching. Following the American-style tabloid traditions, 'Az Est' was a politically independent journal that tried to inform and entertain its readers as a market leader with an outstandingly large and qualitative correspondent network. The ’8 Órai Újság’ – founded in 1915 – defined itself as a tabloid close to the government. It identified itself especially as the concurrency of "Az Est". Both of these had remarkable readership therefore their opinion-shaper, conversation-creates power is indisputable. Unfolding the quality of their professional content, which are focusing on primary education, pedagogues, and their activities could be intriguing. What is the connotation of the mentioned articles, what kind of picture do they paint of the pedagogues in the eyes of the reader? We paid particular attention to reveal how do teachers and institutions working with children with disabilities appear in the papers. We hope that we can not only learn about the problems of the pedagogues, their professional successes and difficulties but also with the help of the articles we can gain insight into the political and public sentiment of the era.
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THE ISSUE OF FAILURE OF ROMA STUDENTS AT SCHOOL
95-102Views:222The phenomenon can be encountered day by day that at primary schools there are just a few Roma children among well-performing students, while among students who fail in fulfilling the requirements there are a great amount of Roma pupils. The question may come to the surface intuitively: What are the reasons behind that? The paper aims to discover and explain this problem relying on the relevant literature.