Search

Search Results

• REFORMING THE TEACHER TRAINING OF THOSE WHO WORK WITH CHILDREN WITH SPECAIL EDUCATIONAL NEEDS IN DEBRECEN AND SZEGED INSTITUTIONS

  7-24

  Imre Varga

  Gyula Hatos

  Views:

  128

  This study summarizes the work and significance of Dr. Sándor Náray-Szabó, who was the founder of the Hungarian special education in the 20th. century. At the end of the 19th century, Náray-Szabó (1861-1914) recognized social opportunities, and he worked in order to reform schools and the teacher training of disabled people. He was one of the founders of the modern Hungarian education system for those with special educational needs.

• INVESTIGATING THE WILLINGNESS TO USE ARTIFICIAL INTELLIGENCE IN EDUCATION AMONG STUDENTS OF SPECIAL EDUCATION TEACHERS

  31-45

  Zsuzsa Demeter

  Katalin Mező

  Views:

  395

  Goal: Artificial intelligence-based systems, tools, and services have penetrated all areas of life, including education. The aim of this study is to find out the views of future special education teachers on the use of artificial intelligence (AI) in education. Method: In research, we surveyed n= 157 students in special education teachers with a questionnaire survey. The results were evaluated by mathematical statistical analysis using SPSS software.  Within the software, cross-tabulation analysis, χ² test, and frequency analysis were used. Results: only a very small percentage (18.5%) of the prospective special education teachers had encountered tools based on AI and applications during their previous studies. They will prefer to use AI tools outside classroom activities. There is no significant difference in the willingness to use AI in relation to age, 59.7% of those under 24 years and 65% of those over 24 years consider AI tools necessary in special needs education.  However their knowledge about AI applications, tools, and possibilities is very uncertain and limited, and therefore there is a need for a wide dissemination of AI education.

• COOPERATION VS. COMPETITION. APPROACHES ON THE INCLUSION OF CHILDREN WITH SEN

  25-33

  Nicoleta Ramona Ciobanu

  Karla Melinda Barth

  Maria Cristina Florescu

  Views:

  266

  Solving 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.

   

   

   

• Abduction in the Assessment of Special Educational Needs - Learning Disability

  31-44

  Gergő Vida

  Kálmán Sántha

  Views:

  28

  The diagnostic categories used to define learning disability are not standardized, and categorization systems are vague. This study aimed to explore the diagnostic methodology and strategies used to identify learning disabilities. The aim is to identify abductions in diagnostics in the field of special education. Interpreting diagnostics in remedial education using abduction can help identify learning disabilities more accurately. In the previous research phase, we conducted a meta-analysis of 11 expert reviews to identify abduction using fuzzy logic, fsQCA, and Boolean algebra. This study allowed for the creation of a new abductive diagnostic model. Based on these results, the reliability of the diagnostic process can be increased, and the diagnostic model can be used to detect learning disabilities or other types of problems and to identify sufficient conditions underlying a given phenomenon. Neither qualitative content analysis nor fsQCA revealed a relationship between all variables at a sufficient depth. Thus, in the present study, we moved on to Bayesian meshes, which shift and attempt to reorder previously identified variables based on conditional probability. We hypothesized that the Bayesian mesh and abduction application together may already be an efficient tool, which also anticipates the possibility of automation.

• TWO DETERMINING MARIAS OF THE SPECIAL EDUCATION: MARIA MONTESSORI AND MÁRIA HÁRI

  35-47

  Adrienn Oravecz

  Views:

  310

    This study presents the decisive pedagogy of two Marias: Dr. Montessori and Dr. Hári. Dr. Montessori was the first woman in Italy who received a medical degree and it was many years later when she did pedagogical studies as well. Dr. Hári was a young medical student when she started to work with Professor Pető who had laid down the basics of Conductive Education. Dr. Montessori and Dr. Hári had a lot in common: not just their profession was the same but thanks to their hard work both pedagogy became famous internationally. Through their personality, the reader will have a glance into their educational methods as well. The topic is relevant because both educational systems make it possible for people with disabilities to integrate into society and live meaningful lives.

• SPECIAL TREATMENT JOURNAL, 2024. Vol. 10.(SI)

  1-183

  Editoral Board of Special Treatment Journal

  Views:

  66

  Journal of Special Treatment, 2024. Vol.10.(Special Issue) - full text

• SPECIAL TREATMENT, 2018. Vol. 3. (1.)

  1-111

  Treatment Special

  Views:

  89

  Special Treatment, 2017. Vol. 3. (1.) - full text

• SPECIAL TREATMENT, 2022. Vol. 8. (2.)

  1-167

  Special Treatment

  Views:

  114

  Journal of Special Treatment, 2022. Vol. 8. (2.) - full text

• SPECIAL TREATMENT, 2018. Vol. 4. (3.)

  1-121

  Treatment Special

  Views:

  141

  Special Treatment, 2018. Vol. 4. (3.) - full text

• SPECIAL TREATMENT, 2016. Vol. 2. (1.)

  1-112

  Treatment Special

  Views:

  87

  Special Treatment, 2016. Vol. 2. (1.) - full text

• SPECIAL TREATMENT, 2021. Vol. 7. (1.)

  1-126

  Special Treatment

  Views:

  253

  Special Treatment, 2021 Vol. 7. (1.) - full text

• SPECIAL TREATMENT, 2015. Vol. 1. (3.)

  1-90

  Treatment Special

  Views:

  129

  Special Treatment, 2015. Vol. 1. (3.) - full text

• SPECIAL TREATMENT, 2020. Vol. 6. (2.)

  1-139

  Treatment Special

  Views:

  210

  Special Treatment, 2020. Vol. 6. (2.) - full text

• Special Treatment, 2024. Vol.10.(1)

  1-136

  Editorial Board of Special Treatment Journal

  Views:

  73

  Journal of Special Treatment, 2024.Vol.10.(1) - full text

• GENESIS

  105-107

  Adrienn Oravecz

  Views:

  80

  The reviewed book is:

  Schenker, Rony (2016): Genesis. Birmingham (England): Conductive Education Press. ISBN 978-1-36-679717-9

• REVIEW ABOUT DR. MÁRTA NAGYNÉ KLUJBER'S BOOK

  131-135

  Róbert Erdei

  Views:

  172

  REVIEW ABOUT DR. MÁRTA NAGYNÉ KLUJBER'S BOOK

• SPECIAL TREATMENT, 2018. Vol. 4. (4.)

  1-107

  Treatment Special

  Views:

  134

  Special Treatment, 2018. Vol. 4. (4.) - full text

• SPECIAL TREATMENT, 2018. Vol. 2. (2.)

  1-110

  Treatment Special

  Views:

  85

  Special Treatment, 2016. Vol. 2. (2.) - full text

• SPECIAL TREATMENT INTERDICIPLINARY JOURNAL, 2023. Vol. 9. (1.)

  1-210

  Special Treatment Journal

  Views:

  173

  Special Treatment Journal, 2023. Vol. 9. (1.) - full text

• SPECIAL TREATMENT, 2015. Vol. 1. (2.)

  1-103

  Treatment Special

  Views:

  86

  Special Treatment, 2015. Vol. 1. (2.) - full text

• BRIEFLY ABOUT ISSUES RELATED TO DEVELOPMENTAL DYSPRAXIA

  105-116

  Ildikó Pető

  Views:

  525

  Dyspraxia is hardly known to many people at all, but it is also less known for professionals as well. The questions are that - what does dyspraxia mean, is it related to developmental coordination disorder and another similar status. How many children are affected, how can it be recognized and diagnosed and how should it be managed? This paper attempts to provide a brief overview of developmental dyspraxia based on the questions. It deals with emerging terminologies, the impact of a state on different areas of ability, and associated states.

• The First Steps of the Auxiliary School at the Turn of the 19th and 20th Centuries in Hungary

  111-118

  Imre Pornói

  Views:

  33

  Among the public education efforts at the end of the 19th century, the compulsory school attendance. There were a significant number of compulsory school children whose physical and mental condition did not allow them to attend public schools. For them, they also looked for opportunities at the international level that would help them become useful members of society. This was provided by the auxiliary school for disabled children. At the turn of the century, the need for this became clear not only to professionals, but also to the government. The pedagogical press of the turn of the century also dealt with the admission possibilities of these students, the training of their teachers, their teaching methodology, and their future employment opportunities.

• SPECIAL TREATMENT, 2017. Vol. 3. (2.)

  1-122

  Treatment Special

  Views:

  106

  Special Treatment, 2017. Vol. 3. (2.) - full text

• SPECIAL TREATMENT, 2022. Vol. 8. (1.)

  1-140

  Journal of Special Treatment

  Views:

  212

  Journal of Special Treatment, 2022. Vol. 8. (1.) - full text

• PARTICIPATION OF CHILDREN WITH PROFOUND INTELLECTUAL AND MULTIPLE DISABILITIES IN FAMILY ACTIVITIES

  83-98

  Ildikó Pető

  Views:

  352

  There are only a few studies to investigate the presence of children with profound intellectual and multiple disabilities in their home and family environment. The aim of this paper is to consider and to summarize the participation of children in family activities as to what extent they can actually be family members. "Participation" can be defined, on the one hand, as the person’s physical presence at a place or during some activity, on the other hand, as a commitment, active participation in the activity. But participation in an activity or event is only possible if the activity occurs and is also offered to children or adults. In this sense, children and adults with profound intellectual and multiple disabilities rely heavily on others.  Active participation in family life may be affected, hindered or promoted by several factors, for example, the characteristics of the child, the frequency of family activities, the family income, the mother's and father's educational level, the habits, the strategies of implementation or eventually the personal assistant.