The focus of our research is on students with disabilities defined by the current National Higher Education Act in Hungary. The actuality of the topic is that after the millennium, due to the expansion of higher education, the above-mentioned students appeared at universities, but regulations dealing with their presence in Hungary were laid down as late as 2007. Earlier researches have studied the accessibility and inclusive practices of the institutions internationally and in Hungary, but only little attention has been paid to these students’ chances of acquisition and retention to higher education. Equal opportunities in higher education appear to be an important supporting factor in our research however, the overall social context of the individual has a great influence on successful entry and graduation. A further research opportunity, a deeper, more extensive quantitative study of the institutional presence of students with disabilities and the factors contributing to their learning success is emerging.
Investigating parental involvement has moved to the foreground of research in the past two decades, and research results focusing on family engagement claim its positive impact on children's academic and non-academic achievement. However, less is known about parental involvement in the case of families with children with special needs. In our systematic review, we collected studies focusing on parental involvement which emphasised the role of resilience. Using the EBSCO Discovery Service, a total of 467 abstracts from 85 databases were screened, of which 28 papers published between 1984 and 2021 met the research criteria. Papers vary according to methodology (interview, focus group conversation, survey, case study, intervention programme and good practice) and disability group (general or specific). Resilience is interpreted in two ways: as a personality trait or a consequence. Four types of papers could be detected which dealt with the target group, specifically papers focusing on children, parents, teachers and professionals, and intervention programmes with multiple focuses. In conclusion, resilience is an element of parental involvement, either as a personality trait or a result. It is indispensable for the successful development of children in terms of academic and non-academic achievement as well. Programmes providing a wider collaboration with actors involved in the development of children seem to be more effective. In general practice, whether the goal is to build upon resilience as a personality trait or target its development as a consequence, strong collaboration between the parents, teachers and professionals concerned in the process can significantly contribute to the child's psychological, emotional and academic development.
We examined the characteristics of the respondents before entering higher education along with the clusters. We have discovered the characteristics of secondary school studies and further education, the circumstances for applying for higher education. During the analysis of secondary school studies, we took into account the type of class they studied in high school (in Hungary, they can study in high school, vocational high school, and secondary school), and how many times they changed school. In addition, we compared the results based on school maintainers. There is a significant correlation between the reasons for high-school experience and the dropout rate. In terms of cluster-based differences, it should be emphasized that the expectation of social mobility was overrepresented among the dropouts due to financial reasons and work, but it was also an important aspect that they did not have to pay a fee in the program where they studied. In addition, in the case of those who were disappointed in training and further education, it was most common to apply to the university because they did not want to work and could afford it. Our results can help to develop more effective dropout protection for students entering higher education, both in public and higher education institutions and career orientation.
Kutatásunk fókuszában azon személyek állnak, akiket a hatályos felsőoktatási törvény fogyatékossággal élő hallgatónak nevez, s akik ezen hallgatói csoport tagjai közül sikeresen diplomát szereztek. A kutatás aktualitását adja, hogy ugyan növekszik a diplomával rendelkező fogyatékossággal élő személyek aránya, a szakirodalom mégis arról számol be, hogy a fogyatékossággal élő személyek magasabb arányban élnek kedvezőtlen szocioökonómiai körülmények között, mint a teljes népesség. Arról azonban a hazai és a nemzetközi szakirodalom is csak kevés információval szolgál, hogy a felsőfokú végzettség társadalmi mobilitást elősegítő szerepe a fogyatékossággal élő népesség esetében milyen mértékben tud érvényesülni. E csoport jelentős emberi erőforrásként szerepelhet a munkaerőpiacon, helyzetük feltárása pedig elősegítheti munkaerőpiaci helyzetük megértését, ezáltal eredményesebb bekapcsolódásukat. A kutatás célja feltárni, hogy a fogyatékossággal élő személyek munkaerőpiaci helyzete hogyan alakul a diplomaszerzést követően, továbbá hogy a felsőfokú végzettség társadalmi mobilitást elősegítő szerepe hogyan érvényesül a fogyatékossággal élő személyek esetében, s támogatja-e munkaerőpiaci elhelyezkedésüket. A kérdéskör feltárására kvalitatív kutatási módszert, félig strukturált személyes interjús adatfelvételt alkalmaztunk (N=31). Kutatásunk korlátja a célcsoport nehéz elérhetősége. Rejtőzködő célcsoportról lévén szó a mintavétel hólabda módszerrel valósult meg. Eredményeink alapján egyértelmű összefüggés mutatható ki arra vonatkozóan, hogy a fogyatékossággal élő személyek esetében a felsőfokú végzettség hogyan hat a társadalmi mobilitásra, valamint a munkaerőpiaci elhelyezkedésre. Az eredmények segítséget jelenthetnek abban, hogy megértsük a felsőoktatás és a munkaerőpiac közötti átmenet során lezajló folyamatokat a fogyatékossággal élő személyek esetében, ami mind a felsőoktatás, mind a munkaerőpiac faktorai számára fontos információval szolgálhat.
Students with special educational needs are a diverse group. Promoting their learning success is particularly challenging, even in practice for inclusive schools. At the same time, parents are often left alone with diagnosis and treatment. Therefore, the focus of our study was on the families of successful students with special educational needs and the networks around their families. Our research question is: What are the differences in social capital between parents of successful students with and without learning, behavioural and emotional disorders, and difficulties (SEN B)? We analysed the survey Value-Creating Education 2020 (n = 1156). Parents of 10-year-old children were asked whether their child needs special education services because of difficulties in learning. We used separate ordinal regression models to examine predictors of academic achievement in the two subsamples of parents of students with and without special educational needs (SEN B). Our results showed that factors supporting success differed between the two groups. Family background and involvement of professional helpers (teachers, psychologists, special education teachers) in child-raising were not among the predictors of academic success for students who need special education services because of learning problems, but the availability of an extensive network of the family had a positive significant effect.
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