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KNITTED MOVEMENT ACTIVITY FROM THE PERSPECTIVE OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS
125-132Views:136It is a generally accepted fact that every child follows a different pace of development. The main protagonists of participation in physical education and physical activity are the children and the teacher. Active participation in physical education and physical activity can be a challenge for children with special educational needs (SEN), and adapted physical education and maintaining physical activity can be a challenge for teachers. The focus of the article is the physical activity of children with special needs and the methods that help them develop an active lifestyle. The study emphasizes the importance of adapting physical education and using individualized programs in order for all children to successfully participate in physical education activities. However, the topic is not new, and the author points to foreign and domestic research that examines the importance of regular physical activity for children with special needs. What is new, however, is that the article examines the topic from the child's perspective and focuses on solutions. The announcement highlights a permanent process to ensure that all children can successfully participate in physical education activities. The article discusses in detail the possibilities of adapting physical education and physical activity, which satisfy the unique needs of children with SEN, which affect the following topics: characteristics of children with SEN, the importance of physical activity, adapted physical education programs, treatment of problems in the psychomotor area, ensuring successful participation, as well as modification options and suggestions.
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TEACHING GERMAN TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS HUNGARIAN AND INTERNATIONAL OVERVIEW
55-67Views:325Nowadays teaching children with Special Educational Needs (SEN) is at the centre of attention. However, the field is really new in language pedagogy and, due to the students’ different abilities, a common methodology has yet to be developed. As a result, teachers’ creativity plays an even more important role, since they rely heavily on their own teaching experience. We will dive deeper into this topic in our two papers built upon each other, both dealing with the issues of teaching a second language to school-aged children with SEN. This present paper is about teaching German students with SEN at a Hungarian and an international level. Our research involves an international overview of several European countries (Germany, Austria, Switzerland, Romania, Poland, Russia, Estonia, and Italy). We contacted specific institutions in those countries and asked for their experience in teaching a second language to children with SEN. It also includes the language learning characteristics of children with SEN as well as the Hungarian rules governing their language teaching.
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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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EXPERIENCES AND SUPPORT NEEDS OF CHILDREN WITH BROTHER OR SISTER WITH DISABILITY
69-81Views:446There are many children with special needs whose siblings play an important role in their lives for a longer time than other family members. Longer life expectancy and the deepening of disabilities bring along a higher need of being taken care of. When the parents grow older it is often the siblings who become the caretakers. Meyer & Vadasy (2007) found that if siblings of children with SEN get proper support and information while growing up, the well-being of siblings with special needs also increases. Relationship with a sibling with special needs influences development of adaptability and self-esteem, this influence can be positive or negative (Burke, 2008). The parents of the children with SEN have many ways to receive information or help from the family – doctors, therapists, consultants, teachers, books, etc. The siblings in their turn usually get their information from the parents. (Conway & Meyer, 2008) Family members of different ages need different information. Therefore, there should be research on what kind of experiences do the siblings of the disabled child need, how their needs and well-being are guaranteed, and what kind of support they need. The aim of this study is to describe the experiences of brothers and sisters with siblings with special needs, try to understand their need for support, and find out the need for support groups and camps.
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Improving the Movement of SEN Children with the Help of a Therapy Dog
47-54Views:113The therapeutic relationship with animals is crucial for psychological, somatic and social health, as it enriches the well-being of the functional whole (Bánszky et al., 2012). Regular contact with animals strengthens people's experience of responsibility, attachment, unconditional acceptance and love, and also creates a sense of security, as the very existence of an animal reduces anxiety symptoms, loneliness and social isolation. In addition spending time with animals helps to optimise different movements. This paper presents of an ongoing research project. The main aim of our research is to highlight the importance of canine-assisted therapy in refining the movement of children with special educational needs by having them participate in canine-assisted therapy sessions on a weekly basis, during which, in addition to anamnesis and observations, we measure the children's development using a scale (Portage scale) that is accepted in special education. It is hypothesised that the animal-assisted therapy will have a significant positive impact on the large and fine motor skills of children with special educational needs. Our chosen research methods are case study and observation. Data processing requires both qualitative and quantitative analysis.
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COOPERATION VS. COMPETITION. APPROACHES ON THE INCLUSION OF CHILDREN WITH SEN
25-33Views:301Solving 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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EARLY INTERVENTION IN THE LIGHT OF A RESEARCH
17-32Views:673Nowadays, 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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Pro-drop in Farsi: A Case Study of Bilingual Speakers
127-136Views:27This research is meant to uncover some of the internal grammatical structure of bilingual Farsi speakers who have English as their dominant language. Bilinguals, whose mother tongue is Farsi but whose dominant language is English, are influenced by their dominant language on their mother tongue concerning pro-drop. One of the issues often seen in bilingual speakers of null subject languages is the use of pro-drop in languages such as Hungarian, Japanese, Chinese, Slavic languages, and Arabic. This paper will demonstrate how these bilingual speakers incorrectly use the null subjects in their sentences and in addition, how SEN children i.e. Autism Spectrum Disorder (ASD) understand and use the pronoun-dropping phenomenon. Choosing a null pronoun in the non-dominant language seems unacceptable to some speakers because their dominant language lacks pro-drop; therefore, in certain situations, researchers might say that these bilingual speakers do not sound as fluent in their native language as they do in their dominant language. The main focus of this research is the investigation into the preference of bilingual speakers as well as ASD children of English and Farsi and their use of pro-drop