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Comenius Lifelong Learning P rogramme

Comenius Lifelong Learning P rogramme. INTERNATIONAL PROJECT MEETING 1-8 May 2012 BIRMINGHAM, UK. The Inclusive Education. The Inclusive Education . Today we are covering the following : Special educational needs Types of special educational needs Legal background

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Comenius Lifelong Learning P rogramme

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  1. Comenius Lifelong LearningProgramme INTERNATIONAL PROJECT MEETING 1-8 May 2012 BIRMINGHAM, UK

  2. The Inclusive Education

  3. The Inclusive Education Todaywearecoveringthefollowing: • Specialeducationalneeds • Types of specialeducationalneeds • Legalbackground • Minoritiesineducation • Ourschool

  4. SpecialEducationalNeeds Everychild is different „Onlytheeducated is free” Epictetus 55 AD – 135 AD Discourses

  5. SpecialEducationalNeeds(SEN) The term'specialeducationalneeds' (SEN) has a legaldefinition, referringtochildrenwhohavelearningdifficultiesordisabilitiesthatmakeitharderforthemtolearnoraccesseducationthanformost children of thesameage.

  6. SEN Commoninclude: • challengeswithlearning • communicationchallenges • emotional and behavioraldisorders • physicaldisabilities • developmentaldisorders

  7. SEN Thisprocessinvolves: • teachingprocedures • adaptedequipment and materials • accessiblesettings • and otherinterventions

  8. SEN Differentapproachestoprovidingspecialeducationservices: • Inclusion • Mainstreaming • Segregation • Exclusion

  9. SEN Inclusion Studentswithspecialeducationalneedsspendall, oratleast more thanhalf of theschooldaywithstudentswhodonothavespecialeducationalneeds.

  10. SEN Mainstreaming It refers to the practice of educating students with special needs in classes with non-disabled students during specific time periods based on their skills. Students with special needs are segregated in separate classes exclusively for students with special needs for the rest of the school day.

  11. SEN Segregation Ina separateclassroomorspecialschoolexclusivelyforstudentswithspecialneeds. Studentswithspecialneedsspend no timeinclasseswithnon-disabledstudents.

  12. SEN Exclusion: A studentwhodoesnotreceiveinstructioninanyschool is excludedfromschool.

  13. SpecialEducation in Hungary • Centrally regulated. • Supportedbythegovernment. • Act of 1993 on Public Education. • Act of 2006 • Act of 2007

  14. Hungary Today’s education policy in Hungary identifies integration as a political, social and pedagogical aim. It pays special attention to financing special needs education. The regulatory framework favours the integration of students with special educational needs.

  15. Special educational needsstudents(according to Hungarian law)have: • Physicaldisability • Sensorialdisabilities • Mentalretardation • Speechdisability

  16. Special educational needsstudents(according to Hungarian law)have: • Autism • Difficultiesinthelearningprocess • Behaviouraldifficulties • Disadvantages

  17. AccordingtotheEducation Act

  18. Categories of SEN students Theyformcategories: • Category A: determinedbydoctors • Category B: learning and behavioraldisorders, hard of learning • Category C: problemscausedbysocial, culturalorlingualdisadvantages.

  19. Categories and theirpossibilities

  20. MINORITIES’ RIGHTS • In the beginning of the 60’s minority schools were gradually either closed down or incorporated into Hungarian schools according to an Education Act which stated that the language of education was to be Hungarian. • The Education Act I. of 1985 gave an opportunity for the minority schools to educate children in their native languages. • In the minority schools along the border the closest neighbourhood country’s language is taught.

  21. Minorityschoolsin Hungary • Type A: native language is taught as a foreign language. • Type B: bilingual schools teach history, literature, geography in their own language. • Science subjects are taught in Hungarian. • Type C: literature and grammar aretaughtin Hungarian, the other subjects in nativelanguage.

  22. The diversity of minoritiesin Hungary inthe 2010-2011 schoolyear Rusyn Slovakian Slovenian German Gipsy Romanian GermanChroatian GermanChroatian Gipsy

  23. Budapest • Budapest is a little bit different. There are more minority schools with native language teachers, there are some bilingualschools, there are schools for minors without own language teaching. Slovakian German Bulgarian Croatian Greek German Serbian Gipsy Bulgarian

  24. Minorities • Most of theschoolsteachtheirownlanguage, butmainlyinprimaryschools • Inmiddleschoolswehavetointegrate, apartfrom of theirskills • Thereforetherearesomeschoolswithouttheaching of theownlanguage.

  25. Bilingualschools • The bilingualschoolsteachminorities’slanguageinprimaryschools • Inthemiddleschools and inthehighschoolsotherlanguagesaretaught.

  26. IN OUR SCHOOL: • Statistics: Ademic year of 2011-2012 • Foreign nationality students: 2 Romanian, 1 Ukrainian, 1 Chinese student • 8 SEN students (7 students have integration difficulties, behavioural problems, challenges with learning, and only 1 student suffers from long-term, serious disorders.) • We provide special education services to the identified students and provide individualised education, addressing specific needs. Our specialist teachers working with the school psychologist help to develop our students. • We also have a responsible teacher for children and youth protection. She identifies students who live in difficult circumstances and monitors these students and give them regular support.

  27. THANK YOU FOR YOUR ATTENTION!

  28. Source: 1. Inkluzív nevelés Ajánlások sajátos nevelési igényű gyermekek, tanulók fejlesztéséhez Bevezető az életpálya-építési kompetenciaterület ajánlásaihoz Czibere Csilla, Faragóné Bircsák Márta Készült a Nemzeti Fejlesztési Terv Humánerőforrás-fejlesztési Operatív Program 2.1 intézkedés Hátrányos helyzetű tanulók esélyegyenlőségének biztosítása az oktatási rendszerben központi programjának „B” komponense (Sajátos nevelési igényű gyerekek együttnevelése) keretében. 2006 2. Inkluzív nevelés Ajánlások sajátos nevelési igényű gyermekek, tanulók kompetencia alapú fejlesztéséhez Bevezető a szövegértési-szövegalkotási kompetenciaterület ajánlásaihoz Jenei Andrea Készült a Nemzeti Fejlesztési Terv Humánerőforrás-fejlesztési Operatív Program 2.1. intézkedés Hátrányos helyzetű tanulók esélyegyenlőségének biztosítása az oktatási rendszerben központi programjának „B” komponense (Sajátos nevelési igényű gyerekek együttnevelése) keretében. 2006. 3. A sajátos nevelési igényű tanulók ellátásának új törvényi szabályozása Dr. Magas Lászlóné, GYMS MPI 2009. április 29. 4. http://fejlesztok.hu/hasznos-olvasmanyok/20-sajatos-nevelesi-igeny/283-a-sajatos-nevelesi-igenyu-tanulok-iskolai-oktatasanak-iranyelve.html 5. http://www.direct.gov.uk/en/parents/schoolslearninganddevelopment/specialeducationalneeds/dg_4008600 6. http://www.osztalyfonok.hu/cikk.php?id=85 7. Metzger Balázs:A sajátos nevelési igényű gyermekek integrált neveléséről – fenntartó önkormányzatoknak 2004. március http://www.oki.hu/oldal.php?tipus=cikk&kod=egyuttneveles-Metzger-Fenntarto 8. http://www.kisebbsegiombudsman.hu/data/files/217986220.pdf 9. http://hu.wikipedia.org/wiki/Magyarorsz%C3%A1g_nemzetis%C3%A9gei 10. http://www.mfa.gov.hu/NR/rdonlyres/CF48B3CE-8F48-4DD1-AB4B-F27155B84927/0/etnimag.pdf tbko.hu ippk.elte.hu

  29. Viktória Gacsó Judit Nemes Andrea Szobotin VásárhelyiPál Secondary Trade School Budapest MMXII

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