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• REHABILITATION IN PRACTICE — INDIVIDUAL DEVELOPMENTAL PLAN MODEL

  77-100

  Mariann Csányi

  Views:

  440

  How can we create individual a development plan, a lesson plan, and a development board? This methodological study shows the sample documents and gives recommendations about the development of general knowledge, attention, vocabulary, linguistic layout, movement and rhythm, counting and measurement, reading and writing, spatial, planar and time orientation, body schema, speech, analytic and synthetic thinking, psychosocial rehabilitation and learning technics.

• TEACHING GERMAN TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS HUNGARIAN AND INTERNATIONAL OVERVIEW

  55-67

  Magdolna Nemes

  Helga Rózsa

  Views:

  325

  Nowadays 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.

• THE CREATIVE USE OF PHOTOTHERAPEUTIC TOOLS IN EDUCATION

  119-124

  Tímea Csermelyné Gáspár

  Views:

  292

  The Educational Service functions in interdisciplinary teams. The services are primarily used by children with special educational needs, along with their parents and educators. The best practice was made by thinking in an integrated service model, based on solution-focused, children – and family-oriented experiences. One of the cornerstones is coaching, especially those tools, that inspire phototherapeutic self-knowledge and the solutions of problems, Points of You™ (Efrat Shani & Yaron Golan, 2007). The phototherapeutic picture – and word cards function as projective surfaces. They stimulate both of the cerebral hemispheres at the same time, causing an intentional confusion between the logical left hemisphere and the intuitive right one. That’s when the person is able to see a new point of view and have an „aha experience”. The new point of view can already lead to the recognition of new possibilities. The Educational Service of Hajdú-Bihar County introduced the phototherapeutic method to its educational practices in a lot of areas of the service, innovatively and uniquely in the country, on an organizational level. In the area of educational and psychological counseling and development, this method can be used in individual, couple, and group forms, as well. People can use it to develop themselves, it can be used with children, parents, educators, and other processes. The core institution of the Ministry of Education has been making this best practice popular for years now.

• Theory of the Diversity of Alternative Music Pedagogy Methods

  67-75

  Borbála Tamásiné Dsupin

  Views:

  82

  Our music education is based on the concept of Zoltán Kodály and the methodological guidance of Katalin Forrai in early childhood, which is an indispensable foundation and support for Hungarian music education. The method uses fundamental values to develop children's musical skills and abilities. At about the same time, music teachers throughout Europe were engaged in reforming the structure and methodological tools of music teaching. Among these music teachers, I would like to highlight the pedagogy of Dalcrose, Orff, Willems and Freinet, who successfully applied early childhood music education and the development of children with special educational needs in their programmes. Based on their pedagogy and methods, they agreed on the following principles: musical education should start as early as possible, continuous musical activity (singing, rhythm, listening, movement, improvisation, instrument, listening) should be given priority, and in addition to age-specific characteristics, adequate emphasis should be given to individual talents, since the uneven development of psychic abilities can lead to differences in levels within a single age group over several years. Music can develop empathy and social skills. Through rhythms and harmonies, the development of large and fine movements can be achieved. It is beneficial for thinking, creativity, self-expression and the development of the sense of self. Music improves well-being, concentration and actively helps to develop attention. It leads to openness and flexibility. It also has a powerful effect on speech, imagination and improvisation skills. That is why we can use music for healing and developmental purposes. There is a long line of research that proves that the earlier in life you start to develop, develop or correct your personality through music, the earlier you should start.