Education for students with disabilities – Polish and Hungarian solutions

Abstract

The article is a direct outcome of a discourse aimed at exchanging experiences and views in the area of education and rehabilitation for people with disabilities in Poland and Hungary, undertaken as part of scientific cooperation between universities which deal with the issues of special education among others. The authors attempt to perform and present a comparative analysis of current academic solutions for students with disabilities in both countries. Similarities and differences in the solutions discussed, especially problematic areas currently showing in the educational systems, constitute the basis for further discussion and research aimed at developing best practices that would ensure quality education for children and adolescents with disabilities.

Special Education Teacher Preparation in Hungary

“…When a child is diagnosed with a disability in Hungary, it is decided by a committee of educators, special education needs professionals, and physicians (Czerwińska et al, 2020). This committee of professionals will recommend placement; however, the final decision about where to place the child is up to the parents.…”

“…This committee is responsible for recommending if a student should be transferred to a different school and if they need early intervention, specialized care, or tutoring. There are also many supports available to students with special needs in Hungary, including counseling, early development and care, development support and training, speech therapy, pedagogical care, conductive care, gifted education, and special physical education (Czerwińska et al, 2020). Schools stress the importance of socialization to help acclimate the child to daily routines, expected behaviors, and social skills.…”

“…Currently, general education teachers receive very little instruction or training on how to teach individuals with disabilities. Despite this, an incredible example of training and inclusion was found at a primary school called, Gyermekek Háza Alternatív Általános Iskola és Gimnázium (Czerwińska et al, 2020). This school specializes in inclusion and completely mainstreams children with disabilities into every classroom.…”

“…Students with disabilities at this school never leave their classroom, and a special educator comes to them to give them more modified instruction when needed. One of the reasons that this school's model is successful is because every general education teacher is trained properly on collaboration and how to teach children with disabilities (Czerwińska et al, 2020). This is a good example of how Hungary is beginning to increase its inclusion practices in the schools, and this can be furthered by teacher preparation.…”

“…Not only should teachers be trained in a variety of teaching methods, but schools should also train teachers in how to work with students with disabilities. There are schools who have found the most success in inclusion when their teachers are properly trained on collaboration and how to teach children with disabilities (Czerwińska et al, 2020). Despite the success at this school, most teachers in Hungary are not being trained on special education topics.…”