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• THE SITUATION OF INTEGRATION-SEGREGATION IN THE LIGHT OF A RESEARCH

  19-31

  Nóra Laoues-Czimbalmos

  Anetta Müller

  Views:

  708

  Integration has been an international trend over the last two or three decades, the impact of which is increasingly evident in Hungary. EU resolutions emphasize social inclusion (UNESCO 1995, Europe 1998), ie advocating that children with special educational needs should not be unfairly discriminated against and excluded from society (UNESCO 1995). Integrated education in public education is a means of creating opportunities (Mesterházi, 2002).  In the integrated and segregated institution we present the results of a questionnaire survey of nursing teachers (n = 86) on the issue of integration, we were curious about how receptive the experts were. that a significant proportion of teachers in mainstream schools agree partly with integrated education on the basis of the responses given. Both their teachers and the special educators do not consider it appropriate, enough to implement integrated education.

• OPPORTUNITY, CHALLENGE OR OBSTACLE? THE INTEGRATIONAL FUNCTIONS OF PUBLIC EDUCATION - INTERNATIONAL OUTLOOK AND HUNGARIAN SITUATION

  5-21

  Erika Zolnai

  Erzsébet Balogh

  Nóra Barnucz

  Mihály Fónai

  Lajos Hüse

  Views:

  178

  In our paper, those international processes are studied which determine the role and effectiveness of public education in the international and Hungarian context. We try to examine what globalization processes the school fits into; what positive or negative confirmation the interventions cause in the education system. In the Hungarian situation besides the segregation and integration, the selectivity of the education system can be also seen and is also shown in the study. The paradigm shifts in public education, the role of the inclusive school are presented through the Hungarian integration efforts. To sum up, an implemented integration program is also introduced where the experts’ efforts are put in the center of the topic.

• COMPARISON OF THE FAMILIARITY OF GRADE 4 ROMA AND NON-ROMA SCHOOL CHILDREN WITH SOME BIOLOGICAL TERMS IN ENGLISH AS A FOREIGN LANGUAGE

  47-60

  Vladimir Legac

  Darinka Kiš-Novak

  Goran Lapat

  Views:

  156

  Most of the Roma settlements in Croatia are spatially segregated from the settlements of the majority population. Specific cultural elements constitute the ethnic border towards the local population, making it difficult and reducing the possibility of their integration into the majority population. One of the results of that segregation is the unfamiliarity of the Roma children with the language of the majority population. This unfamiliarity with the Croatian language is a big obstacle for the integration of the Roma children into Croatian society through school education. Starting from Grade 1 they follow the regular school curriculum. Two of the subjects that are taught from the very beginning of their primary school education are Natural Science and English as a foreign language. In this paper, the authors present the results (statistical analysis and discussion) of their research study. It compares the familiarity of Roma and Non-Roma Grade 4 children (age 10) with some biological terms in English as a foreign language. Based on the results of their research, the authors suggest modifications of the school curriculum for Roma children that would enable their better school achievement and subsequently their easier integration into Croatian society.