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INVITATION TO THE 9TH 'SPECIAL TREATMENT’ INTERNATIONAL INTERDISCIPLINARY CONFERENCE
159-161Views:120On behalf of the Institute of Special Education of the Faculty of Education for Children and Special Educational Needs of the University of Debrecen (Hungary) and the Editorial Board of the Journal of Special Treatment [Különleges Bánásmód] (Debrecen) we kindly invite you to 9th ‘Special Treatment’ International Interdisciplinary Scientific Conference.
Date of the conference: 12 April 2024
Conference venue: University of Debrecen Faculty of Education for Children and Special Educational Needs,
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DIDACTIC GAMES TO DEVELOP MATHEMATICAL CONCEPTS FOR CHILDREN WITH SPECIAL NEEDS IN KINDERGARTEN
83-93Views:284Children with developmental disorders do not acquire the same way as do children with an age-appropriate intellectual level, so it needs to be carefully chosen what kind of methods to use and in what way to teach the children. For preschool children, the most efficient and simplest method of teaching mathematics is a playful approach to learning activities. The purpose of this work was to create a set of materials to support the teaching and learning of mathematical concepts for preschool-age children with special needs. There were created learning materials such as Train, Shelves, Long and short, Butterflies and cars, Wide and narrow road, and board game Owls. All the learning materials, including a board game, are laminated and most of them are provided with velcro strips to stick different parts. All the learning materials are tested on preschool-age children and asked specialists and teachers, who work with children with special needs, to give their expert evaluation. Learning materials support teaching mathematical concepts for preschool-age children with special needs.
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CHANGING THE NUMBER OF CHILDREN AND STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN SCHOOL YEARS 2009/2010 AND 2019/2020
19-29Views:766The goal of the present study is to analyze the changing number of children and students with special educational needs in the 2009/2010 and 2019/2020 school years. Sample: 77 844 children/students in the 2009/2010 school year, and 91 331 children/students in the 2019/2020 school year. Method: Secondary data collection was applied with the data of the Hungarian Central Statistic Office. Descriptive statistics and a chi-square test was used for data analysis. Results: the number of children and students with special educational needs increased: the difference was more than ten thousand people. The results can be used from the teaching of special educators to the support of children with special needs and their teachers, special educators, and families.
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INVESTIGATING THE WILLINGNESS TO USE ARTIFICIAL INTELLIGENCE IN EDUCATION AMONG STUDENTS OF SPECIAL EDUCATION TEACHERS
31-45Views:423Goal: 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.
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SPECIAL TREATMENT JOURNAL, 2024. Vol. 10.(SI)
1-183Views:73Journal of Special Treatment, 2024. Vol.10.(Special Issue) - full text
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Program of the 9th 'Special Treatment’ International Interdisciplinary Conference
145-183Views:52On behalf of the Faculty of Education for Children and Special Educational Needs of the University of Debrecen (Hungary), and the Editorial Board of the Journal of Special Treatment [Különleges Bánásmód] we kindly invite you to our International Scientific Conference.
Date of the conference: 12 April 2023
Conference venue:
University of Debrecen
Faculty of Education for Children and Special Educational Needs,
4032, Hajdúböszörmény (Hungary), Désány str, 1-9.The conference program can be read in the study.
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SPECIAL TREATMENT, 2019. Vol. 5. (2.)
1-93Views:174Special Treatment, 2019. Vol. 5. (2.) - full text
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Special Treatment, 2024. Vol.10.(1)
1-136Views:82Journal of Special Treatment, 2024.Vol.10.(1) - full text
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THE IMPORTANCE OF PLAY - THE USE OF GAMES BY SPECIAL EDUCATIONAL NEEDS TEACHER AND MAJORITY TEACHERS IN LESSONS
7-26Views:942Nowadays, the priority task of pedagogy is to develop skills and basic competencies, because these are necessary for a successful teaching-learning process. In contrast to the traditional frontal education, which the learners treat as a passive recipient. The current education places more and more emphasis on exploration, action-based learning, and knowledge acquisition based on one's own experiences, which can be based on play and playful activity. Gameplays a key role in the development of skills and personality, so in this research, we examine the role of game in the teaching of typical and learning disabilities children. During the study, we used an online questionnaire, which was sent to special educational needs teachers and the majority of teachers working in schools in Hajdú-Bihar and Szabolcs-Szatmár-Bereg counties (N = 102 people). The distribution of the answers was even for each grade and school type, so we were able to form groups of 25 and 26 people. Our results reflect a different teaching method because special educational needs teachers use games much more often in their work and spend much more time on them compared to the majority of teachers. Special educational needs teachers attribute much more developmental effects to the game, so they use it more often in upper grades as well. The majority of teachers are dominated by info-communication tools, while special educational need teachers use several self-made tools. In terms of methods, teachers consider differentiation to be paramount, followed by an illustration and cooperative learning, while playing came in fourth place.
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SPECIAL TREATMENT, 2018. Vol. 3. (1.)
1-111Views:120Special Treatment, 2017. Vol. 3. (1.) - full text
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SPECIAL TREATMENT, 2018. Vol. 4. (3.)
1-121Views:189Special Treatment, 2018. Vol. 4. (3.) - full text
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SPECIAL TREATMENT, 2023. Vol. 9. (2.)
1-162Views:157Journal of Special Treatment, 2023. Vol. 9. (2.) - full text
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SPECIAL TREATMENT, 2022. Vol. 8. (3.)
1-157Views:194Journal of Special Treatment, 2022. Vol. 8. (3.) - full text
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SPECIAL TREATMENT, 2015. Vol. 1. (3.)
1-90Views:162Special Treatment, 2015. Vol. 1. (3.) - full text
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SPECIAL TREATMENT, 2017. Vol. 3. (3.)
1-113Views:112Special Treatment, 2017. Vol. 3. (3.) - full text
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SPECIAL TREATMENT, 2022. Vol. 8. (1.)
1-140Views:219Journal of Special Treatment, 2022. Vol. 8. (1.) - full text
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Program of the 9th 'Special Treatment’ International Interdisciplinary Conference
Views:102On behalf of the Faculty of Education for Children and Special Educational Needs of the University of Debrecen (Hungary), and the Editorial Board of the Journal of Special Treatment [Különleges Bánásmód] we kindly invite you to our International Scientific Conference.
Date of the conference: 12 April 2023
Conference venue:
University of Debrecen
Faculty of Education for Children and Special Educational Needs,
4032, Hajdúböszörmény (Hungary),Désány str, 1-9.The conference program can be read in the study.
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SPECIAL TREATMENT, 2017. Vol. 3. (4.)
1-95Views:135Special Treatment, 2017. Vol. 3. (4.) - full text
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SPECIAL TREATMENT, 2019. Vol. 5. (4.)
1-87Views:155Special Treatment, 2019. Vol. 5. (4.) - full text
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SPECIAL TREATMENT, 2020. Vol. 6. (3.)
1-119Views:274Special Treatment, 2020. Vol. 6. (3.) - full text
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SPECIAL TREATMENT, 2019. Vol. 5. (1.)
1-91Views:141Special Treatment, 2019. Vol. 5. (1.) - full text
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SPECIAL TREATMENT, 2018. Vol. 2. (2.)
1-110Views:114Special Treatment, 2016. Vol. 2. (2.) - full text
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SPECIAL TREATMENT, 2020. Vol. 6. (1.)
1-112Views:262SPECIAL TREATMENT, 2020. Vol. 6. (1.) - full text
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SPECIAL TREATMENT, 2015. Vol. 1. (4.)
1-105Views:175Special Treatment, 2015. Vol. 1. (4.) - full text
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SPECIAL TREATMENT, 2016. Vol. 2. (4.)
1-114Views:128Special Treatment, 2016. Vol. 2. (4.) - full text