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IMPORTANCE AND IMPACT OF THE PREVENTION AND EARLY CHILDHOOD INTERVENTION IN LATER YEARS
53-65Views:661The term early childhood intervention (and prevention and development) refers to the specificities of child development and the professional environmental responses to them in the early years of life, which involve many sectors (public education, social, health, etc.) and many professional groups. The understanding of 'early childhood' itself has changed rapidly and now extends from the prenatal period, including the family planning/expansion period, to the child's entry into school. A new element in the system of care and support, in the policy strategies, is the prenatal period, the focus on the family, and the fact that support does not end when children start school. There is a need to design programs with a long-term impact in mind, to 'prepare' for events in later years and stages of life, and to assess the impact of the programs that are in place. The paper summarises some of the basic ideas of early childhood intervention and prevention in a way that takes them forward in time and points to their social impact.
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SPECIAL TREATMENT OF THE CSR
27-41Views:130According to a broader definition offered by Kotler and Lee (2007, 10 p), the focus of corporate social responsibility (CSR) is on „selecting an initiative that will do the most good for the social issue as well as the corporation”. Following this line of reasoning, the purpose of this study is to examine through the use of practical examples those activities of CSR that can be in connection with the category of special treatment. To be more specific, these are CSR activities are related to the treatment of persons with a physical or mental disability and the treatment of people with reduced capacity to work. When it came to reviewing the activities of the selected companies, the CSR activity of Hungarian Affiliate of a global pharmaceutical company (company1) was considered as base. The CSR activities of the four other companies and company1 were evaluated by performing a content analysis of their websites. Due to the diverse sources of information, the news of 2015 and the press releases available on their websites were analyzed separately. The content analysis of the Sustainability reports and websites of the selected companies, supplemented with the latest company news, has opened the door to the preparation of a wide-spectrum activity inventory on the CSR areas related to the treatment of persons with a physical or mental disability and the treatment of people with reduced capacity to work.
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EXPERIENCES AND SUPPORT NEEDS OF CHILDREN WITH BROTHER OR SISTER WITH DISABILITY
69-81Views:446There are many children with special needs whose siblings play an important role in their lives for a longer time than other family members. Longer life expectancy and the deepening of disabilities bring along a higher need of being taken care of. When the parents grow older it is often the siblings who become the caretakers. Meyer & Vadasy (2007) found that if siblings of children with SEN get proper support and information while growing up, the well-being of siblings with special needs also increases. Relationship with a sibling with special needs influences development of adaptability and self-esteem, this influence can be positive or negative (Burke, 2008). The parents of the children with SEN have many ways to receive information or help from the family – doctors, therapists, consultants, teachers, books, etc. The siblings in their turn usually get their information from the parents. (Conway & Meyer, 2008) Family members of different ages need different information. Therefore, there should be research on what kind of experiences do the siblings of the disabled child need, how their needs and well-being are guaranteed, and what kind of support they need. The aim of this study is to describe the experiences of brothers and sisters with siblings with special needs, try to understand their need for support, and find out the need for support groups and camps.
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Supporting Students with Anxiety in Their Studies
83-98Views:63Anxiety is a prevalent mental health issue among children and adolescents, which can have a detrimental impact on their personal relationships and academic performance. This study aimed to identify the manifestations of anxiety in educational settings, the effects of anxiety on educational activities, and the types of support that should be provided to students with anxiety. The following research questions guided this study: 1) How is anxiety expressed among 13-14-year-old students when in school? 2)How does anxiety affect the 13-14-year-old students' educational activities? 3) What kind of support should be provided to students with anxiety at school? The participants were 26 students aged 13-14 from various Estonian schools. The data was gathered for analysis via interviews and a questionnaire. A mixed-methods approach was employed. According to the research, children experience anxiety both before and during a test or presentation. It appears that each student expresses fear at school in a different way. Students who learn remotely report feeling less anxious during class activities. This is because they do not have to answer in front of the class or turn on the camera when participating in online lessons. Furthermore, students aged 13-14 prefer to talk to their friends who are also experiencing anxiety than to adults who do not understand their anxiety. Finally, the students' answers revealed that the teacher should ask all the students with equal frequency to present their homework. It is also recommended that anxious students be supported by helping them recall what they have learned and use different methods to assess their knowledge. The students stated that they require a quiet and safe place to be alone at school. There is a need to raise awareness about anxiety symptoms and ways for teachers to support students.
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IMPLEMENTATION OF EDUCATIONAL SUPPORT FOR A PUPIL WITH DEVELOPMENTAL DISORDER IN INDIVIDUAL EDUCATION PLAN
103-112Views:309The paper aims to propose a process of development of individual educational support based on the analysis of selected items taken from the individual education plans designed for students individually integrated within mainstream primary schools. We analyzed personal files of 18 students diagnosed with developmental learning disorders and ADHD (Attention Deficit Hyperactivity Disorder). The results indicate the general formulation of interventions in educational settings.
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Challenges and Coping Strategies of Widows in Ilorin Metropolis, Kwara State
85-99Views:89Widowhood is embedded with a lot of challenges for women which requires strategies to cope with it. This study investigated the challenges and coping strategies of widows in the Ilorin metropolis. The population for this study consisted of selected widows in Ilorin, Kwara state. The sample consisted of fifty widows randomly selected. The instrument that was used for this study is a researcher-designed questionnaire tagged “Widow Practices Questionnaire (WPQ). In testing the hypotheses, t-test and Analysis of Variance (ANOVA) statistics were used to test the hypotheses generated for the study at a 0.05 level of significance. The study revealed that the widows experience challenges such as endures psychosocial problems after their partner’s demise, endures problems of poor governmental support, experience negative pressure from the family of the demise among others. The coping strategies employed by widows are; widows never depend on the family’s provision to survive since their partner’s demise, embrace grants from religious bodies and government for survival, and cope with gifts and luxuries provided by non-governmental groups for survival among others. Also, there were significant differences in the challenges experienced and coping strategies employed by widows in the Ilorin metropolis based on age and job type; while there were no significant differences in the challenges experienced and coping strategies employed by widows based level of education. Based on the findings of this study, it was recommended that widows should be encouraged and supported by the government and religious bodies. Government and relevant stakeholders should endeavor to create measures and legislation that help protect the widows and preserve their rights as well as access to several benefits and the widows should be encouraged to meet counselors to disclose their problems, so that their challenges can be expertly addressed.
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THE EFFECTIVENESS OF THE LET’S TEACH FOR HUNGARY MENTORING PROGRAM
87-101Views:337The disadvantaged situation has been a problem in the field of education for decades, and several disadvantage-compensation programs have been set up to reduce it. This includes the mentoring process, the primary purpose of which is to provide support and assistance to a younger individual. The subjects of the research are the students participating in the Let’s teach for Hungary mentoring program. The questionnaire survey was conducted in the autumn of 2019 (n=585), during which we focused on the children's expectations of the mentoring program, their learning difficulties, learning motivation, and their plans for further learning. Students can be classified into clusters based on their motivations, which highlights that the range of participants is not homogeneous from this aspect either. The coronavirus epidemic has posed a significant challenge to traditional education, and the opportunities offered by personal mentoring have been pushed into the background over the past year and a half. Educators and students have faced numerous challenges in the transition to digital education (Kristóf, 2020). Attendance mentoring could continue in the form of distance mentoring. In our current research, we examine the existence of distance mentoring, the exploration of experiences, and the preparedness of the participants in the Teach for Hungary program. Data collection began in December 2021, and the query process is still ongoing. We carry out the survey using a mixed method. We collect quantitative data among students with the help of questionnaires, which focus on the experiences, opinions, and readiness of the children. In addition, we use a qualitative, interview-based research method that provides an understanding of more comprehensive experiences. We conduct interviews with educators, mentors, and mentored students. The subjects of the research are primary school students, mentors, and teachers of a small settlement in Hajdú-Bihar county and Szabolcs-Szatmár-Bereg county (n=60 people).
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WAYS FOR UNDERSTANDING MENTALLY HANDICAPPED ADULTS - VOLUNTARY COFFEE SHOP SERVING AS A POSSIBLE ALTERNATIVE
89-96Views:135This paper focuses on pedagogical attendance especially bringing adults with mental disabilities into action. Based on the method of observation, it presents the mentoring preparation procedure that reveals to the reader what sort of support is needed to make individuals with disabilities capable of doing successful labor activity. The main goal of the program is to introduce individuals with limited abilities to sound members of society through voluntary work and make them accepted. It draws attention not only to the positive increments but also to the very negatives that must be worked at by specialists who have a true calling to the profession of pedagogical attendance.