What did we do after Leibnitz, before Limoges?

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What did we do after Leibnitz, before Limoges?

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What did we do after Leibnitz, before Limoges?

  1. 1. What did we do after Leibnitz, before Limoges? Summary 1.) We engaged to two home works in Leibnitz: a) Collecting English words starting with S, T, U for a common dictionary. b) Preparing an evaluation plan for the workshops; 2.) The organizers in Limoges asked each participant for a reporting/report progress about the people living with intellectual disabilities (to them). They questionnaire helped us to draw an outline of the position of the target group in our country. (disposals, policy) Limoges-iak kértek menet közben minden résztvevő országtól egy helyzetjelentést: Kérdőívük alapján fel kellett vázolnunk országunknak az ért fogyos-okhoz kapcsolódó szociálpolitikáját. (intézkedések, irányvonalak) a) We looked for an expert for writing a summary about the social policy of our country. b) A válaszként megírt 5-6 oldalas szövegünket e-mailben elküldtük a megadott határidőig, január közepéig. (LD. A KÖNYVTÁRBAN LEJJEBB) c) A találkozó közeledtével kiderült, hogy szóban is be kell egymásnak számolni a megírt anyagból. Ezért összeállítottunk egy P.P.P.-t a témáról. EZT NEM TUDOM IDERAKNI, MERT MEGHALADJA A TECHNIKAI ISMERETEIMET. PENDRIVON VAN.
  2. 2. Detailed content 1.a) Words with starting S, T, U for a common dictionary is a continuous gathering work. We put our words together with the collecting of the other groups later. Ez folyamatos gyűjtőmunka, a későbbiek során rakjuk össze a többiekével. 2.) The questionnary sent from Limoges: EZT LEHET, HOGY KI LEHET HAGYNI, MERT A KÖVETKEZŐ PONTBAN A KÉRDŐÍVBEN MEGVANNAK A KÉRDÉSEK 1-What place is given to people with disabilities in your country? What laws have been enacted to promote them? What specific measures have been taken so far ? What is their political status in society? Briefly summarize the main developments of the history of disabled people in your country. 2-What authorities are in charge of disabled people? -a Government Ministry ? A specific education system? Organizations? How are they connected with mainstream education? 3-Are there specific answers to the needs of − young disabled people ? − adult disabled peope ? − aging disabled people? If any, briefly say what they are. 4-What skills and levels of education are people tackling them expected to have ? 5-Have any innovative initiatives been launched in your country? If any, describe them briefly. 6-What are the main lines of the strategy towards the inclusion of people with disabilities in your country?
  3. 3. 2.a) Susanna Sipkai helped us in this task, who works in the Ministry of Education in Hungary. She added some handbooks made international group of experts. Ehhez felkerestünk egy hazai szakembert, aki a konkrét kérdéseken túl cikkekkel, nemzetközi projektekben való részvétel során született kiadványaikkal, valamint szakkifejezések angol megfelelőjével segítette munkánkat. (A SZAKKIFEJEZÉSEKET LD A KÖNYVTÁRBAN LEJJEBb) 2.b) This is our summary about the social policy of Hungary we sent to Limoges before the second meeting: 1-What place is given to people with disabilities in your country? What laws have been enacted to promote them? What specific measures have been taken so far? What is their political status in society? Briefly summarize the main developments of the history of disabled people in your country. In the law of our country there is no the category “mental disability” The name of the status for the help of the goverment agencies are based on is: a person with special educational needs (later : sen) - In Hungary the history of caring about people with disabilities started 200 years ago. That time our conception and practice of the methodology of special needs education used to be one of the most modern approaches. The basis of this approach was essentially medical – biological, so it concentrates on making a diagnosis and finding the right labels of the problems. Since then this uniqueness disappeared and the approach did not develop together with the new European tendencies. . The basic line of development in Europe (that we do not follow enough) is from the medical – biological approach towards the pedagogical one. The first states a condition, finds a suitable label, while the second concentrates on the direction and areas of development. - 1993. – a bill is made for the special needs education approach . - The idea of integration appears here. - joining the European Union made possible the conscious and organized cooperation with European projects and organizations - today: the law and practical state agencies, organizations try to help the ways of inclusion; - 1994 – new Educational Law. - In this a paragraph (Ministry of Education)(30§)
  4. 4. defines the duties of schools and organizations involved in rehabilitation. We have a bill of equal opportunity since 2003. The National Disability Affairs Council has been established on the basis of the Act XXVI/1998 for the purpose of assisting the Government in performing its tasks related to disability affairs. The task of the Council established on 19 January 1999 include the following: • to review the draft regulations affecting disabled people, • to make proposals for decisions, programs and legal regulations concerning this group, • to participate in the co-ordination of activities affecting the affairs of disabled people, • to regularly inform the Government on the living conditions of disabled people, and to monitor the implementation of the National Disability Affairs Program. 2.)Different ministries deal with people with disabilities of different age. 2.a From the early years of children to the age of 18: The institutes of the Ministry of Education and the Ministry of Social Affairs and Labour are involved • The Ministry o Education is responsible for - pedagogical professional services They orient and say what have to we do or where have to we go ; - education counselling services They work with mental problems or disabilities of students; They send forward the students to professional services; One experts works with one students ; - Counselling comitte for examine learning capacity They decide whether the disabilities of a certain student originally organics or not ; They assigne the type of school where the student must or allowed to learn. (in segregated or integrated education) • Ministry of Social Affairs and Labour is responsible for - special services for caring with families and children - family support service - professional services of child care officers - like a nursery home service (This is a Hungarian curiosity) • Schools with special purposes according to the grade of the problems o people with mental retardation (imbecile) – Special schools teach them the daily routine and facilitates their vocation if it is possible o children with mental disability – special school for children with intellectual disability • Special, schools dealing with one particular problem like blind, deaf, physically
  5. 5. handicapped • Simple state schools that accept and offer to integrate people with disabilities. • Alternative, private or foundational schools with the same purpose run by the parents’ money • Vocational and special vocational schools 2.b. From the age of 18: only The Ministry of Social Affairs and Labour and the Ministry of Health; - Special vocational schools like those teaching ikebana, brush-making, basket- making, gardening (so in most of the cases not very high status, practically not very sought vocations) - The national medical board assesses the degree of loss in working capacity - Labour office Examination and problem-identification of adults belongs to health care. This area is essentially medical based. - Another aspect of the problem can be the situation of the roma people. Their way of life is so different, that it is difficult to distinguish the symptoms of disabilities and the lack of the necessary culture. Many of them left their original culture, and could not get assimilated into the mainstream education, so in fact they are left on the margins. Mainstream schools can hardly provide them with what they would need (necessary stimuli), special schools are basically work in segregation. - Again another aspect could be that the mental and physical disabilities often walk hand in hand, and Hungary is not ready yet to bridge this problem in schools. Either this or that is in focus. When somebody gets the status of a person with special need, he or she gets into a system. The first moment could be that the parents ask for identifying the disability any time from birth on. Until the age of 18, it is this is a question very closely tied to educational authorities. The certificate that he comes from the Committee helps the family to use other special state institutions and organizations that belongs to Ministry of Social Affairs and Labour. At the same time, also the educational intitutes (nurseries and schools) must follow the development of their children/students and send them to the Counselling Comitte if the teacher discovers any disabilities. Education is compulsary in our country form years 5/6 years to 18, which means during these years there is a state control on this issue also. In practice, however, if teahcers or responsible poeple in a school do not detect a case, there is no state sanctions. This means, a child can be lost in the system and can suffer the consequences through years. In our country the academic results of students determines the status of a school. So much so, that many of them do not undertake the job of integration, because that would evidently influence the eductaional statistics. There are no means and practice to measure other aspects yet.
  6. 6. The state financial system gives so little money for the integration and inclusive education that this does not compensate the above mentioned disadvantage. This is one of the reasons why integration is not an everyday practice and it still rather means disabled and not disabled living one beside the other, so disabled neither get different or speceial materials, nor they are developed with special methods along their needs. The same refers to work places. 3-Are there specific answers to the needs of − young disabled people ? − adult disabled peope ? − aging disabled people? If any, briefly say what they are. 1. for young people The Educational Law offers different solutions for people with special needs, if they have a certificate from the Education Counselling Services or Counselling Comitte . - they are allowed not to learn the problematic subject - they are allowed not to be evaluated from the problematic subject - they can use different aid in the exams - they can choose between the oral or written exams - they can have plus time for the exam - they can change the obligatory subject into an other one 2. for disabled and aging disabled adults - companies get financial state help if they employ disabled people - disabled people get financial aid form the state (25.000 HUF monthly, it is about90 Euros) and the carer gets the same amount - there are social homes for these people - there are several social organizations e.g “Chance for Disabled People” Public Foundation ; (The main problem is their cooperation) - there is special pension for disabled people (see comments No1) 4-What skills and levels of education are people tackling them expected to have ? 4.1 In Hungary there is training in the tertiary education, in colleges (bachelor degree). The teachers of special needs education get their diploma after three or five years. 4.2 Teachers and junior teachers do not get a training during the normal course of teacher trainers. After getting their degrees they can have a specialized course on different special
  7. 7. needs education problems (e.g. dyscalculia, dysgraphia, dyslexia) 5 - 6. Main trends in the future The official policy is about to integrate and introduce inclusive education in most of the Hungarian schools. There are different areas that hinder the development of this tendency: - there is no money put into the system to change the present state - there is a debate about who should belong to a Counselling Comitte. Till teachers and pedagogical experts can not participate in the work of the committees deciding who gets the sen status, there is little hope to change the present tendency of medical- biological overrepresentation. - in theory, parents may decide whether they want to have his or her child taught in a segregated or an integrated school. In practice the pedagogical diagnosis is so strong in its recommendation, that if the parents want to contradict, they lose the financial state aid. - there is a tendency of developing the institutions of the special needs education instead of creating new ones. Comments No.1 – about pensions for disabled people Disability pension (social insurance): For a nonaccident-related disability pension, the required coverage period varies from at least 2 years of coverage if younger than age 22 up to a maximum of 20 years of coverage at age 55. For an accident-related disability pension, there is no qualifying period. The value of the pension varies, according to three groups of assessed disability: Group I, 100% loss of working capacity and a need for permanent care provided by others; Group II, 100% loss of working capacity but no need for permanent care provided by others; and Group III, with at least a 67% loss of working capacity. The national medical board assesses the degree of loss in working capacity. The disability pension is not replaced by the old-age pension at the normal retirement age. Disability annuity (social insurance): The annuity is paid to disabled persons aged 18 to 25 with a 100% loss in working capacity. Temporary disability and regular social annuity (social insurance): Paid to disabled persons whose employment has been terminated. The disabled person must not be eligible for the old- age pension, disability pension, unemployment benefits, sickness benefits, work injury benefits, or the maternity allowance and must not be engaged in work rehabilitation. Disability pensions are payable abroad. Disability pension (individual account): No benefits are provided
  8. 8. No.2 http://wallis.kezenfogva.iif.hu/eu_konyvtar/Projektek/Vocational_Rehabilitiation/hungary/hun _rap/inst.htm

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