Abstract
Hungarian legislation opened the opportunities of a new educational possibility for disabled children and youth beside the segregated school system. Parents have the choice, specialised committees produce the statements and the central financial support goes to the receiving school irrespective of whether it is special or ordinary. And yet: the number of children in integrated settings seems to increase very slowly. Some facts: the percentage of learning disabled pupils in special school has not decreased, change can be noticed more in preschools than schools, the network of peripatetic teachers is incomplete, teaching strategies are still achievement and (whole class) oriented, special teachers and schools are not in favour of changing their roles. The research team of Barczi College has completed a survey in ordinary schools looking for pupils with special needs. A questionnaire was sent to all public schools in the capital, to two other cities and to one county, Data are available of roughly 50 000 children. The percentage of pupils with special needs is on average not more than 1.7. The largest group of children showed behaviour problems. The reported children and their teachers were interviewed and the different attitudes assessed. There is a great necessity for changing the training of regular teachers. Another survey deals with the content of the curricula, how the concept of disability and inclusion emerges and what are the consequent effects of introducing new ideas in teacher training.
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25/07/2000