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MANAGING BEHAVIORAL DIFFICULTIES OF THE FOLK SCHOOLS IN THE FIRST HALF OF THE 20TH CENTURY IN HUNGARY
41-54Views:167The end of the 19th century and the first half of the 20th century was a period of widening education and eradicating illiteracy in civil nation-states. The compulsory education laws also provided opportunities for the lower social classes to obtain a school qualification that also contributed to improving their social situation. The school as a socialization terrain, in its standards, behavioral and knowledge expectations, served the political and social stability of the current system. Because in many different groups of society they differ in many ways from the expectations of the school, in the behavior of the students, they caused the existence of permanent discipline problems, which were repeatedly dealt with in the pedagogical and psychological press and publications. Discipline generally meant creating an external order, in which the main role was the example of the teacher. During the reward and punishment, the goodwill and justice of the teacher were considered important. The forms of punishment were different at the school level. At elementary school, pupils were first given oral warnings. Then the parents were informed, then the teaching staff and the guardians took action. In secondary schools, punishment ranged from verbal reprimand to exclusion from school. In high schools, physical punishments were forbidden.
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DEVELOPMENTAL METHODS AND IDEAS FOR PRESCHOOL AND PRIMARY SCHOOL CHILDREN
95-104Views:519The developer educators’ job is not a simple one, children of different ages and various problems are to be treated. This short study may help you to have an idea regarding applicable methods using your own creativity, and it recommends a few available games and books. The introspection motivates the educator to train himself to be able to know certain methods more deeply.
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INTRODUCTION INTO SELECTIVE MUTISM
45-57Views:299Parents, 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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LEARNING DIFFICULTIES OF CHILDREN WITH EMIGRANT PARENTS
87-93Views:139At the beginning of the 21st century, a lot of Romanian parents leave their country to work abroad. While they are away grandparents or other relatives look after their children. The parents and their children keep in touch via Skype, Viber, or other technology that allows verbal communication only. It has turned out that the parents’ leaving impacts children as they have a lot of psychological problems. Moreover, they have different learning difficulties and have behavioral problems at school. The solution to solve the problem could be special methods for children with learning difficulties.
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THE ISSUES OF TEACHING FOREIGN LANGUAGES TO LEARNERS WITH A SPECIFIC LEARNING DISABILITY
31-52Views:436To make language teaching effective, it is important to consider the forms of language teaching, especially when we talk about learners with a specific learning disability. Our theoretical paper tries to review the literature of language teaching and dyslexia. The goal of our paper is to briefly present the definitions of dyslexia as well as to describe its signs and symptoms. This paper deals with the issues of language acquisition and language teaching, focusing on the difficulties which emerge when learning English. A dyslexic learner usually has difficulties in reading and writing in his L1, their reading is slower and they have problems with reading comprehension too. Besides the possible difficulties, we also discuss the strengths of dyslexic learners as their most important compensating skills are global/holistic thinking, visualisation, creativity, and problem-solving. Our paper also deals with the regulations governing language teaching in schools and the issues of choosing the language to learn at school. In higher education and in the world of work, speaking foreign languages and having language certificates are advantages, consequently, it is necessary to have appropriate course material. Language learners with dyslexia also have to take a school-leaving exam /GCSE in a foreign language, which is why our paper also deals with the output of language teaching in schools as well as the possibilities for dyslexic candidates offered by some Hungarian language exams (ORIGO, BME, DExam, ECL) The paper also mentions the issues of course material and language course books, as well as addressing the question of inclusive teaching for dyslexic learners. We also discuss the competencies required by a Special Educator as a language teacher, as he/she can help students, not only in learning English but also in the integration process.
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THE ELEMENTARY SCHOOL-TEACHING IN THE REFLECTION OF THE CONTEMPORARY TABLOID PRESS AT THE DAWN OF THE 1930S
39-54Views:168The 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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MONITORING AND SUPPORTING THE DEVELOPMENT OF CHILDREN AND YOUNG PEOPLE IN THE UNITED KINGDOM
69-77Views:112Development is a continuous process influenced by several factors. If practitioners would like to ensure children's and young persons' optimal social and emotional development and school performance, they have to monitor both development and academic achievement from early childhood until the age of 19. In the UK, more than one million children struggle with speech, language, and communication problems so early identification is of vital importance. If identification is missed or late, it may have detrimental effects on the child’s or young person’s psychological, mental, and physical health. Multi-agency teams work in collaboration in order to provide relevant help to those in need.
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SEPARATE? TOGETHER? WHERE OVER?
147-156Views:170In the history of special education in Hungary, after the establishment and successful operation of segregated special education institutions with a long history, public education has come to many forms of co-education, the paths of which are still not unhindered. These problems point to the need for many changes in the way the education system works. Without constant and permanent development of teachers and innovative innovations in learning methods, success can hardly be expected. But there are other important issues to be addressed. The present study focuses primarily on the direction in which trends can be found in the light of the past. While exploring the current issues, we would like to provide a new framework for interpretation by highlighting and linking some of the results of two recently completed studies (Szabóné, 2022; Trembulyák, 2022) and by placing them in the context of the topic of the study. The study also aims to draw attention to the current trend that the school life of pupils with special educational needs who have participated in co-education at the primary level becomes more difficult as they progress to secondary education. This can significantly reduce not only their career choices but also their opportunities for successful social integration.
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WINDMILL FIGHT? THE SITUATION OF BESD STUDENTS AND THEIR PARENTS AND TEACHERS IN THE VIEW OF INTERVIEWS WITH DEVELOPMENT TEACHERS
113-124Views:375Nowadays, there is a strong focus on students with learning and behavioural difficulties, both internationally and nationally. Their growing number year by year is challenging teachers to develop their skills and to learn new methods to alleviate or eliminate the problems these students are struggling with. Numerous studies have focused on the underlying causes of the achievement of the average student, while relatively little research has examined the individuals and factors that influence the achievement of students with BESD. This study analyses one interview with a focus group and five semi-structured interviews with teachers of development. The current exploratory interview study focuses on the role that developmental teachers and teachers play in the educational lives of students with these difficulties, and whether the parents of these students are more involved in their school education than parents of average students.