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THE PEDAGOGICAL EXPERIMENT OF MONTESSORI-CONDUCTIVE EDUCATIONAL PRACTICE 2000-2003
11-23Views:305The researchers call Montessori's pedagogy developer or development pedagogy. In the past decade, in Hungary, it appeared as a development pedagogy in the pedagogical practice. The conductive education is a special, complex pedagogical method [6] because it takes into consideration special educational needs in planning and implementation. We can view Mária Montessori's method as a development pedagogical method because it's suitable for children with special educational needs. Her pedagogical work began with children with intellectual disabilities. The Montessori development method has not yet occurred in conductive education. With our research, we wanted to broaden the use of the Montessori method in the practice of special education and development pedagogy. We wanted to confirm the similarity and difference of the holistic approach of the two doctor-pedagogues. It's explicable with Pető's holistic approach, why didn't entrust the development of perception, speech, motion, and communication difficulties to people working in different places and time. We introduced the Montessori conductive educational practice experimentally in the semesters of 2000-2003 and 2007-2008, in accordance with the student's college education. The purpose of the program was to demonstrate the practical application of the elements of the two methods and their coordinated operation.
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ATTITUDES TOWARDS THE SPORT OF PERSONS WITH DISABILITIES, I. E.: IS THE SPORT IMPORTANT IN THE LIVES OF PEOPLE WITH DISABILITIES?
19-34Views:494The equal opportunities approach of the second half of the 20th century emphasizes the social inclusion of disadvantaged groups, including persons with disabilities. Education and employment play a key role in achieving integration. Nevertheless, other fields such as leisure time and sporting activities also contribute positively to the social involvement of persons with disabilities. At present nearly 7,000 persons with disabilities are registered in Hungary who pursue sports competitively, of whom approximately 5,000 persons with intellectual disabilities (Regényi et.al, 2017). The study discloses the partial results of a research aimed at revealing the awareness of the Hungarian population regarding the sport of people with disabilities. As such research has never been carried out in Hungary before, it can fill in a niche. The results of our exploratory research may be the starting point for further investigations. The importance of the topic is given by the fact that thanks to the sport the focus is on the outstanding performance of the social group concerned rather than on their limitations and deficiencies, which therefore reinforces the positive and accepting attitude of citizens. Previous research findings have highlighted that the nature of disability-related knowledge influences the way the members of society think about persons with disabilities, i.e. when it is possible to provide information and gain experience focusing on the existing abilities and strengths of the above -mentioned group, attitudes become more positive as well. The findings of the research reveal that respondents consider it important to pursue sport within an integrated framework, at the same time they feel it is justified to do segregated sports with a view to persons with disabilities. Based on the results we can state that the media coverage of achievements in sports competitions of persons with disabilities is perceived as low level, but apparently it is not considered to be a key area in the lives of persons with disabilities.
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SIBLING CARE - SIBLINGS CARING FOR ADULTS WITH INTELLECTUAL DISABILITIES
111-121Views:499The increasing life expectancy of adults with intellectual disabilities has raised new questions and challenges for families. Depending on the severity of their condition, people with intellectual disabilities need support from their families and environment to vary degrees throughout their lives. They depend on their family members, which addiction is a new problem as parents get older, and care will be the responsibility of siblings who are already living independent lives, sometimes geographically far away. Sibling care should be interpreted differently than when it is performed by a parent or a paid carer, it is more emotionally complex, its content and direction are diverse. We know not too much about sibling caregivers, we only have hypothetical answers to the questions based on a small number of studies or research in similar areas. This paper aims to provide an overview of the situation and motivations of adults who care of and take responsibility for their siblings with intellectual disabilities, and of their role and interaction of the various influences that help them understand. Getting to know siblings is necessary in order for the support system of the special education and social policy to adapt properly to the situation of the - unfortunately - barely ‘visible’ population.
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ASSESSMENT OF THE ADAPTIVE FUNCTIONING LEVEL OF STUDENTS WITH MODERATE INTELLECTUAL DISABILITY USING THE VINELAND SOCIAL MATURITY SCALE
25-38Views:147Background and aim: Individuals with intellectual disability are expected to have significant limitations in intellectual functioning and adaptive behaviour, which affect the individual's ability to cope with social and practical situations. The present study is concerned with the assessment of the adaptive functioning of young people with moderate intellectual disability, which is part of a more complex study (this study will investigate the impact of adaptive functioning levels of students with moderate intellectual disability on parents' subjective perceptions). Method: the study presents the results of the assessment of adaptive functioning of students with moderate intellectual disability (n=9) using the Vineland Social Competence Scale. Results: the social age of the students in the study is significantly below their age, especially in the areas of communication, socialisation, and self-management. The study confirms previous findings (Hatos, 2008; Radványi, 2001) and highlights the need for teachers of students with moderate intellectual disabilities to develop these skills.
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PARTICIPATION OF CHILDREN WITH PROFOUND INTELLECTUAL AND MULTIPLE DISABILITIES IN FAMILY ACTIVITIES
83-98Views:353There 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.
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STUDENTS' ATTITUDE TOWARDS THE USE OF FILM SEQUENCES TO IDENTIFY THE DEVELOPMENTAL CHARACTERISTICS OF PEOPLE WITH INTELLECTUAL DISABILITIES
7-17Views:117The current study highlights the attitude of students toward the use of film sequences, as educational resources used in the course of Psychopedagogy of people with intellectual disabilities, in the online learning environment. The participants in the study were students (N = 28) in the 2nd year, who follow the Special Psycho-pedagogy study program. The research method was a questionnaire-based survey. The working tool contains 23 questions, which were developed by the authors for this research. In the introductory part, in addition to the synthesis of the specialized literature, we briefly presented the aspects related to the management of the university course, in a pandemic context, by presenting the ways in which the film sequences were used to achieve the objectives of the discipline. The results of the descriptive study show that students show a positive attitude towards the use of film sequences in teaching, learning, and final assessment activities. Thus, the students consider that the film sequences used in the course activities facilitate the understanding of the theoretical information from the course support, about the particularities in the development of people with intellectual disabilities. Additionally, the film sequences used for assessing knowledge in the final exam took students out of their comfort zone of passively taking the theoretical information and giving an answer during the online assessment tests. The research findings highlight the practical implications and future directions of research to ensure good management of course activities in the online learning environment.
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THE APPEARANCE OF THE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION IN KINDERGARTENS, WHICH ARE SUPPLYING CHILDREN WITH INTELLECTUAL DISABILITY
35-44Views:287Present study focuses on the appearance of augmentative and alternative communication in kindergartens, which are supplying children with intellectual disability. The augmentative and alternative communication (AAC) makes it possible, that as a result of the injury of the sounding speech or its deficiency the individual be able to express his communicational intention in some kind of manner (Kálmán, 2006). In my research, I examine the opinions and personal experiences about the use of AAC of special education teachers. 21 special education teachers filled out the questionnaire. All of the special education teachers are women and they work in metropolitan kindergartens. The results indicate that the majority of children with intellectual disabilities need AAC. All of the asked special education teachers use the AAC in their work. Most of them use AAC in the course of development. It’s a young discipline, so there are many difficulties with its use.
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ANALYSIS OF THE SPEECH PERCEPTION AND READING TECHNIQUES OF 3 AND 4 GRADE CHILDREN WITH LEARNING DISABILITY
87-107Views:269The current study focuses on the outstanding role of speech processing in the processes of reading and learning of reading. Its importance and actuality are the shaping attitudes of the special needs teachers because the study shows the causes of certain symptoms. We searched for the answer to the relationship between the speech and reading processes of 3rd and 4th-grade children with mild intellectual disabilities. We touched upon the aspects of perception, the functioning of text comprehension compared with sentence comprehension, and the different levels of reading. The experimental group consisted of 26 pupils and the control group consisted of 25 children. Both of the researched areas were studied by standardized methods: the speech process was studied by GMP-diagnostics and the reading by the reading paper of Meixner. The results show the serious delay of development of every studied level of speech processing which causes remarkable difficulty in the quality of reading and reading comprehension. All this information draws attention to the necessity of prevention and the development of speech perception in education.
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RESEARCH OF CONNECTIONS BETWEEN GENDER RATIOS AND CHOICES BASED ON FELLOW FEELING IN CLASSES INTEGRATING MILD INTELLECTUAL DISABILITY CHILDREN
51-66Views:127In our study, the main focus has been on class communities integrating children with mild intellectual disabilities. The sample examined involved four classes, each consisting of 20 students, two of which had more boys than girls, and one had an integrated boy, while the other had an integrated girl. In the other two communities, girls were the majority, with one boy and one girl integrated in them respectively. Our aim was to observe the correlation of gender proportions and the choices of likes and dislikes. Therefore a quality-focused analysis has been performed. Sociometry has been applied as a method and data analysis has been carried out by the Smetry software. Among our results we would like to highlight that the non-reciprocal choices of likes and dislikes are more frequent in between the same gender and the need to connect with a classmate of the same or „similar” sociometric status has been realized among the students several times. The relevancy of our last supposition – that within the classes with a female majority the status of girls is worse especially if they are integrated – has been proven by striking results. The sociometric status of girls has been the least favorable in classes where the majority and the integrated student are also girls.
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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:190Practice-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 BOOK OF GYULA HATOS FOR THE PEOPLE WITH INTELLECTUAL DISABILITIES ON ITS LIFE CHANCES
101-102Views:209The reviewed book is:
Hatos Gyula (2012): Életkilátás-életkísérés értelmi akadályozottsággal élők körében. ELTE Bárczi Gusztáv Gyógypedagógiai Kar, Budapest. 325 oldal, ISBN: 978-963-7155-56-7