Author(s): Adél MAGYAR

Title: KORAGYERMEKKORI INTERVENCIÓ A SIKERES ISKOLAI INKLÚZIÓÉRT ÉS A TÁRSADALMI BEFOGADÁSÉRT

Source: A. Csehiová, A. Tóth-Bakos, I. Szőköl, T. Strédl, M. Nagy. (eds.): 13th International Conference of J. Selye University. Pedagogical Sections. Conference Proceedings

ISBN: 978-80-8122-409-6

DOI: https://doi.org/10.36007/4096.2022.203

Publisher: J. Selye University, Komárno, Slovakia

PY, pages: 2021, 203-214

Published on-line: 2022

Language: hu

Abstract: Successful schooling - optimizing the ability profile of a child with different development for the period of school maturity - can be assisted from the earliest age with pedagogical and special pedagogical methods. In Hungary, the first places for early childhood intervention service were nurseries during the mid-1980s. The establishment of the National Methodological Institute of Nurseries has helped to em-phasize the need for a family-centered approach and co-education in the service. In 1993, two laws were passed. The Act on “Social Administration and Social Service” defined the operation of nurseries and the principles of care. The LXXIX. Act of 1993 on “Public Education” defined the tasks of pedagogical service in early development, education and care. Legislative cooperation between the two sectors in favor of the integrated care of children with disabilities has stabilized. The advancement of science and practice and the need for collaboration between sectors have identified the basic tasks of inclusive early childhood care for professionals in early childhood special development and staff in pedagogical ser-vices. In my study, I present the short history and current state of care in Szeged, as well as the results of a questionnaire survey with professionals.

Keywords: Early development, inclusive care, nursery, early childhood educators, special education

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