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COMPARATIVE STUDY OF BODY TYPE INDEXES AND MOTORIC ABILITIES OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS (SEN) AND MAINSTREAM STUDENTS BY NETFIT SYSTEM
57-66Views:338Students with special educational needs (SEN) are participants of the Hungarian educational system. The goal of this study is to compare the body type indexes and motoric abilities of SEN students and mainstream students. Sample: n = 160 persons (80 SEN students and 80 mainstream students) from 1-8 grades of elementary school. Method: the survey of body type indexes and motoric abilities physical skills was based on the Hungarian NETFIT system (NETFIT is a Hungarian acronym of the National Unitary Student Fitness Test). Results: much more emphasis should be given to physical education lessons of SEN students because their physique indicators and motoric performances are significantly worse than mainstream pupils’.
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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:1041The 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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CAREER PLANNING OF YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS
21-30Views:608The study analyzes the possibilities of career planning of young people with Special Educational Needs in Hungary. This topic seems to be especially relevant, as the process of transforming the vocational education system in Hungary (Vocational Education 4.0, 2020) makes it even clearer that the vocational school appears to be the most achievable secondary educational goal for certain groups of students with Special Educational Needs. Skill workers trained in vocational schools could appear in the labor market as potential employees, however, partly because obstacle-free and automatic employment do not always happen after leaving secondary school. Career planning is a possible solution to the problem outlined. The career planning can be supplemented and intertwisted with the preparation of the Individual Transition Plan for young people with Special Educational Needs. Therefore, the purpose of the present study is to
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COOPERATION VS. COMPETITION. APPROACHES ON THE INCLUSION OF CHILDREN WITH SEN
25-33Views:301Solving 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.
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TEACHING GERMAN IN NYÍREGYHÁZA TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS
69-81Views:204The present paper deals with the issues of teaching a second language to school-aged children with SEN in Nyíregyháza, Hungary. In our research, we made semi-structured interviews with open-ended questions featuring 25 children with Special Educational Needs in grades 7 and 8 in order to gain more information about their opinion and attitudes concerning German lessons at school, which in turn might help to unify the material and/or the methods. We also contacted the children’s parents (25) to fill out a questionnaire about their impressions and opinions with regard to their children’s German learning experience at school. Finally, we asked the two teachers to paint a broader picture of teaching German to children with SEN. The research took place in spring 2020 in Nyíregyháza. We did our research in Viktor Göllesz Vocational School, Skills Development School, Student Hostel, and Integrated Special Educational Methodological Institution as well as in Gusztáv Bárczi Primary School, Skills Development School, Student Hostel, and Integrated Special Educational Methodological Institution. To carry out our research, we asked for the parents’ and the head teachers’ ethical consent. Our experience underlines that all the participants in the teaching process feel that there is a need for unification. It would be much easier for all parties to have a German coursebook written for students aged 13-16 with SEN. Based on the answers of the language teachers, we came to the conclusion that they pay attention to individual development and playful, communicative language teaching, even though it is challenging to teach German to children with SEN, as they often have difficulties in their mother tongue.
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THE PEDAGOGICAL EXPERIMENT OF MONTESSORI-CONDUCTIVE EDUCATIONAL PRACTICE 2000-2003
11-23Views:339The 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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STUDENTS' ATTITUDE TOWARDS THE USE OF FILM SEQUENCES TO IDENTIFY THE DEVELOPMENTAL CHARACTERISTICS OF PEOPLE WITH INTELLECTUAL DISABILITIES
7-17Views:132The 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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Ten Years in the Service of Special Treatment: Words of Thanks on the Occasion of the Anniversary of the Special Treatment Journal
7-18Views:130The Special Treatment Journal was launched in 2014 to provide a platform for national and international publications on children/students/persons with special educational needs, learning, and behavioral difficulties and talents. Today, the 'Special Treatment' is one of the respected journals on the national and international academic lists (as evidenced by the publication of nearly 400 papers in recent years by 313 major national and international authors). In this paper, we would like to express thanks and gratitude to all those who have contributed to the publication and survival of the journal over such a long period.
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HISTORY OF REJECTION AND ACCEPTANCE OF PEOPLE LIVING WITH DISABILITES UP TO THE PRESENT DAY AND THEIR SITUATION IN THE EDUCATION SYSTEM
41-49Views:209The aim of this study is to make a review on people with disabilities in terms of acceptance and rejection from antiquity till the 21st century. It also focuses on students with special educational needs based on 21 empirical studies. Teachers have debates, but the question still remains unanswered: which educational form would be better for this group of students, the integrative or the segregative?
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ON THE EDGE OF THE UNIVERSITY: THE SOCIO-CULTURAL BACKGROUND OF STUDENT BASE OF DE GYFK
19-32Views:120The ground of our study is institutional research which refers to the University of Debrecen Faculty of Education for Children and Special Educational Needs. The respondents were second-year full-time students. Our aim was to reveal what features this faculty’s students have if we compare our data to nationwide or regional empirical findings. Our empirical findings have pointed out the disadvantageous features of our students (lower rate of parents with a degree, higher rate of students from villages, etc.). These phenomena can be explained with the special social background of the training courses, the criteria of attendance, and the geographic location of the institution.
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APPLICATION OF ANIMAL ASSISTANCE AT THE UNIVERSITY OF DEBRECEN FACULTY OF EDUCATION FOR CHILDREN AND SPECIAL EDUCATIONAL NEEDS
119-126Views:76Animal assistance used among university students is not unknown, numerous foreign examples prove its valid existence. The application aimed at university students appeared in the United States of America, but nowadays it is used in many countries around the world. The emergence of assistance dogs in higher education is related to the scientific interest aimed at discovering and measuring the causes of the positive effects experienced during the use of assistance animals. Simultaneously with the introduction of animal assistance training at the University of Debrecen Faculty of Education for Children and Special Educational Needs, the university student sensitization program began in 2021, within the framework of which students can meet the assistance dog serving on the university campus on a daily basis. The first university student sensitizer dog of the country has a multifaceted task, it not only performs tasks in the field of animal-assisted activity but also fulfills a socialization role with its presence, helping many to rethink their ideas about keeping animals. The study presents this socialization program.
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THE 7 CORE PRINCIPLES OF WALDORF EDUCATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD)
133-148Views:353Waldorf education provides a developmentally appropriate, experiential, and academically demanding educational approach. It seeks to stimulate lifelong learning in all students while also allowing them to fully utilize their individual abilities. Hence, the objective of this study is to establish how the seven core principles of Waldorf education will assist children with Autism Spectrum Disorder (ASD) to flourish. The Waldorf method, according to Priyanti and Warmansyah (2021), is utilized to help children attain a delicate blend of genuine experience, which leads to a strong level of confidence in their abilities. This applies the acquired abilities to use especially for ASD children. Furthermore, the significance of this paper can also assist the educational system in identifying the methodological underpinnings that will benefit these special kids. This study is a review of the literature to determine how the seven key principles of Waldorf education support children's moral growth and encourage free and independent thought, which promotes self-discovery. ASD children benefit greatly from educational philosophies that encourage the development of successful social-emotional behaviors and academic skills. Waldorf education, an educational philosophy that emphasizes developmentally appropriate hands-on learning, has been shown to improve social and academic outcomes for children with disabilities such as ASD.
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TEACHING GERMAN TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS HUNGARIAN AND INTERNATIONAL OVERVIEW
55-67Views:325Nowadays 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.
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NEW "CONTACTS": MUSIC TEACHERS, THEOLOGY TEACHERS, AND 'SEN' STUDENTS
39-53Views:157This study focuses on the integrated-inclusive education of the students with special educational needs from the side of two 'new' groups of teachers. After outlining the specific situation religious and music teachers perform in education a detailed analysis follows, which focuses on the facts of how these people see their own knowledge, difficulties, and needs in inclusive and integrated education. To assess their situation their results are compared to a so-called ’control group’. The study group is formed by the ’classic’ actors of public education, the teachers who teach general subjects.
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CHARACTERSITICS OF ROMA UNIVERSITY STUDENTS BASED ON SAMPLES FROM ROMA COLLEGES FOR ADVANCED STUDIES
43-59Views:176The study intends to present in a comparative manner the research conducted at the University of Pécs and the Eszterházy Károly Catholic University, which focuses on the family background, identity, school-related successes and failures of Roma students studying in tertiary education. The research was supplemented with information collected from the students of the Lippai Balázs Roma College for Advanced Studies at the University of Debrecen Faculty of Education for Children and Special Educational Needs.
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STUDENT’S ATTITUDES TOWARDS CHILDREN WITH DISABILITY
7-15Views:603Several studies have shown that integrated education has advantages in students’ social development and accepted attitude development (Meyer, Park, Grenot-Scheyer, Schwartz & Harry, 1998). The studies about the integrated education had been traced for several decades, our research is based on the CATCH (Chedoke-McMaster Attitudes Towards Children with Handicaps Scale) questionnaire (Rosenbaum, 1985) which instrument had been used in several international studies as well (Tirosh, 1997; Vignes, 2008; Godeau 2010; Bosseart, 2011; De Laat, 2013, Schwab, 2017). Our major aim is to map the adolescent youth, their attitudes towards children with special treatment. The questionnaire was based on the three-component model of attitudes proposed by Triandis (1971). This 36-item, the self-administered scale was primarily paper-based, but our adaptation is placed on the online form. The participants of the study were 7th-grade students (N=99) The overall reliability of the test was satisfactory (Cronbach-α= 0,856). In the content analysis, we found two items that were significantly negative and four items which were not significant, those leaving the KMO= 0,809 (KMO>6), therefore suitable for factor analysis. The results show that, however in our sample, these three-component factors aren’t so clear, the test is reliable. There are some subtests that call for a revision, and we will need further researches to develop our assessment tool to make it more reliable and valid.