Exploring Hungarian teachers’ perceptions of inclusive education of SEN students

Abstract

The purpose of the current study is to identify Hungarian teachers' perceptions of special educational needs (SEN) and to explore their teaching practices in relation to ICT tools involved in classes with both SEN and typically developing students. A hypothesized model was developed and tested based on the relevant literature to map the relations of the variables. The research was conducted among primary and secondary school teachers (N ¼ 121) using an adapted version of the Audit of provision for students with special educational needs self-evaluation scale (Stack, 2007), which was rounded out with ICT issues and background data on teachers' knowledge of SEN practices acquired at university. A path analysis showed significant links between the teaching-and learningrelated factors on the scale. We also observed significant relationships between ICT variables, but the effect between the two factors is rather limited. The quality of curriculum provision is the only significant factor which has a significant effect on using ICT teaching material. Our model also highlighted that teachers' knowledge of SEN acquired at university represents a determining factor in using ICT tools in SEN education. Teacher trainees who acquire comprehensive knowledge in their university education courses on teaching SEN students possess more profound skills to deal with them and possess higher-level competences in using ICT in their teaching practice. This study demonstrates that teaching SEN students in an integrated education system poses unique challenges; therefore, it is a relevant topic and an issue to be addressed. Our hope is that the results from this study will be useful in the future for schools and teachers educating students with special educational needs and that the findings will improve the overall understanding of inclusive education among schools and teachers.

Self and hetero-perception and discrimination in Attention Deficit Hyperactivity Disorder

“…One of the fundamental principles of attention to diversity is inclusive education in the classroom. In contrast to the segregation model ( Abellán, 2013 ; Arnaiz, 2004 ; Barrio de la Puente, 2009 ; Echeita and Ainscow, 2011 ; Escudero, 2012 ; Pérez-Jorge, 2010 ; Araque and Barrio, 2010 ; Garzón et al, 2016 ; Strydom and Fourie, 2018 ), inclusive education seeks to provide quality education to all students through equal opportunities and an approach designed to create a level playing field for student expectations and improve outcomes ( Araque and Barrio, 2010 ; Magyar et al, 2020 ). Inclusion must make the right to an equitable, high-quality education a reality for all students, giving priority to those who are at risk of exclusion, so that they can become active, participatory, critical and public-spirited citizens ( López, 2011 ).…”

Development of professional competence of future foreign language teachers in inclusive education through profession-based volunteering

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Can online discussions facilitate deep learning for students in General Education?

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“… Escobar Fandino and Silva Veandia (2020) contend that educators need to keep exploring strategies for improving students' learning using online learning approaches. As reported in the literature, technology-augmented pedagogy offers opportunities to strengthen the teaching and learning process ( Aderibigbe, 2020 ; Magyar et al., 2020 ). It is also explained that young people are intrinsically motivated to use technology, and educators are exploiting the situation to help strengthen students' engagement and learning ( Troussas et al., 2020 ).…”