schooling for the Education of children with hearing
from teaching the deaf in1925. The same year the school
for hard –of- hearing children was opened.
The school was named after Dr. Török Béla, researcher
professor, ear specialist, whose merit was the opening of
The present school building was built according to plns of
of Zuglo district, Budapest, 1965.There is a wide, open
area, where we can provide a friendly enviroment for our
We could speak a lot about the professional methodical
changes and the development.
An enormously great amount of professional ambition
and human efforts helped it!
We can say that we obtain the knowledge skills and
preparedness that enable us to give the special care for
the hearing impared children, speech retardation and
The institution receives children from all regions of the
of Hearing Experts and of the National Comittee of
We have a few children from abroad too.
To improve our professional conditions, we are writing
applications, we are making new partnerships to resolve
the difﬁculties and to validate the special knowledge
with wich we can serve both hearing impared children
and their parents.
Our aim is the earliest possible integration of these
Our main task is to develop the seriously demaged and
retarded speech skill, and to work out the proper level of
This publication is compiled to show special professional
activities. You can take a look into the life of our
kindergarten, primary school, special vocational school,
the methodical centre, the dormitory and the development
You can also be informated of special services, such as:
- audiological, medical care
- psychological care
- language therapies
- moving therapies
We hope you will have conﬁdence to visit us, which will
be repaid with high standard work and much love from
Virág Sipos Szőllősiné
In our kindergarten children from the age of 3
with different levels of hearing impairment are
Nowdays, we expect children with retarded
speech skills, too.
These children are able to differentiate the
human voice and the voices of their surrounding
at a limited measure.
That is why it is extremly important for them to
get the special hearing aid or cochlear implant
as early as possible.
The main targets of the development are:
- to start the speech
- to develop hearing skills
- to develop understanding the speech
- to develop vocabulary
- to develop different skills and the personality
- prevention and therapy of the learning disabilities
- preparation of integration
our programme called „ I say – I hear” helps to
create the healthy personality.
Individuel therapies (language, motion,
psychological) make sure that each child is
given the development according to/his special
Our kindergarten in
the Rákospatak street
Healthcare – hearing care
Our doctors and nurses take a continuous care
of the children in our institute.
These kind of doctors are:
The audiologist treats and looks after children’s
ears, hearing aids,sevices and measures
hearinglevels. She helps recognise hearing
disorders at an early age, and helps with
familycare and aftercare.
The staff of the institution can refer to the
Primary School in the
In our school that kind of hearing-impaired
children are taught, whose majority are able to
fulﬁl the aim- and tasksystem of the primary
schools through special surdopedagogical
methods, individual help and development.
Thus our students use the same textbooks and
they have to acquire the same syllabus as the
students who are not hearing-impaired. From
this fact derives that there is a relatively smooth
interoperability between our primary school and
the majority primary schools in any class. Our
deﬁnite aim is to provide our students by the
end of the 8. class with that kind of factual
knowledge, communication skills, appropriate
self-knowledge and conﬁdence with the help
of which they can successfully continue their
education in the majority secondary schools.
In every group of the junior classes the
surdoteacher’s work is helped by an assistant for
the handicapped. In class 1/1. the skills needed
for the acquisition of reading, writing, counting
are developed in a playful way. The remedial
teachers teaching in these classes take the
different demands of the children into account,
they put the results of the latest researches into
practice and they are in close cooperation with
the colleagues working in the ﬁeld of individual
vernacular education, dysphasia-correction and
In the junior classes the comprehensive school
model ensures the interoperability for the
talented and the not particularly talented
students. The development of communication
(vocabulary expansion, development of reading
comprehension) are of great importance in every
subject. In our school the subjects Hungarian
language and Hungarian literature are taught
in a higher number of lessons a week than
usual. Our students can start learning English,
informatics and taking part in drama-dance
lessons in the fourth class. Our school’s subject
the so-called Integrational practice accredited
as an innovation prepares our students from the
kindergarten for the integration into society.
The special subjects in the lower school are
also taught through special methods. Beside the
acquisition of the syllabus the most important
principle is the development of the vernacular
skills in every subject.
The subjects Hungarian language and literature
and mathematics are taught in all of the four
classes in the scope of a so-called „mirror-
timetable” in order to differentiate effectively
in accordance with the abilities. The most
important principle is the cultivation of talents
in the stronger group, while in the weaker group
we put emphasis on ﬁlling the gaps and the
requirements set for the individual. Naturally
there is an interoperability between the
two groups. Our students are taught in small
groups (5 in the junior classes, 7 in the lower
school), and this makes paying attention to the
individual possible. Thanks to this, our teachers
become aware of the possible learning disorders
(dysphasia, dyslexia, dyscalculia etc.) in time,
and following an examination by the National
Expert and Rehabilitational Committee for
Hearing Tests, these children are given special
to an individual development plan. All of the
colleagues in our school have set themselves the
task to give our hearing-impaired children the
opportunity to learn in a colourful, child-friendly,
on the other hand requirements-creating school,
which prepares them for a successful integration
Our dormitory provides homely surroundings
for hearing impaired children from the country
and beyond our borders from nursery age to the
end of school age.
There is a youth hostel for the secondary school
The afternoon learning and spare time activities
are directed by special teachers, educators and
masters in charge.
Apart from various programs it is pretty
important to improve our students’ mother
tongue, their social and way of life competence,
as well as their education. Realizing all the
above aims there are good possibilities of natural
situations, the internal dormitory life as well as
the regular meetings with the normal society.
We have study circles too, such as craftsman,
bijou making, photo, gardening and cooking
The students do various sports at the dormitory,
which help them to develop a healthy way
of life. They continuously take part in home-
and nationwide competitions. We also have
sportsmen who do sports in the Sport club of
Their favorite sports are football, water polo,
athletics, table-tennis, volley-ball, swimming,
Medical attendance is provided for them too.
There is a well-equipped surgery as well as
rooms for the sick. There is a pediatrician, an
oculist, an ear- specialist, an audiologist and
qualiﬁed nurses to look after the children.
The furnishings are modern and our residents
are in nice surroundings. Our teaching staff
works a lot so the atmosphere is cheerful and
friendly and they provide emotional security
for the students to help the development of
Our dormitory in the
Special moving therapies
Preliminary ( basic) Therapy
and preschool children to take part in preliminary
Therapy for several years.
This is an intensive phisical activity programme, that
helps to develop the children’s neurosystem throught
phisical moving. The result is in improvement of
phisical ﬁtness, attention, memory, skills of direction
on the body, in time and space.
Thus learning skills of speech, reading and writing
may become easier.
The sessions are controlled by surdospecialist,
speechtherapist and motiontherapist, in ﬁve lessons a
week.The max. number of the group is ﬁve children.
The selection of the children is during phisical
We watch phisical activities at the age of the infants
and young children, the ﬂexibility, ﬁne motorcoordi
nation,taskconsciousness. We select the children to
take part int he therapy according to the observation
of the above.
The lessons are held in a specially equipped room,in
special form with a lot of game.
The adapted physical education
The adapted physical education in the school gives
a possibility to increase the health of the organ
of locomotion and internat medicine handicapped
children and to repaire the deformed body of them.
Making better the capacitty of the the heart and
the circulation organs of them the student can
work more succesful in the school and in the real
Spetial motor skills therapy for hearing impared children
After 30 years practical and theoretical research
in our kindergarten and school we have developed
a special motor skills therapy and an assessment
approach for 4-8 years old children with learning
disorder. The therapy can develop and improve the
skills required for reading, writing, and computation
such as basic and ﬁne motor skills, body scheme,
laterality, motor cross-modality, spatial perception
relative to body, attention, memory, verbal and non-
The therapy can be applied for individual, small-
group courses, physical exercises, training for
hearing-rhythm, folklore and grammar lessons. The
therapy consists of 8 modules and it is scheduled
for one teaching year. The duration of each module
assumes one month. The difﬁculty level of each
module’s material can be determined via our pre-
assessment. As a result, it is possible to differentiate
within a group for beginner, intermediate, and
In the recent years the role of the Schools for
deaf children have changed, because nowadays
one of their most important functions is to
improve the integration of hearing impaired
The hearing impairment of the supported
children varies from mild to profound hearing
loss. We do the therapy for more and more
cochlea implanted children, including ﬁtting and
programming of the CI-s, with the help of our
speech therapists with appropriate education.
Travelling teachers in the public schools
of our students in their normal classes in the
whole territory of Budapest. This process begins
already in the early ages and continues till the
end of the secondary school.
For the success of the integration the travelling
teachers visit the integrating schools regularly,
consult with the teachers continuously and give
them advice and help. We organize trainings on
a regular basis and provide opportunity for them
to watch our lessons with the hearing impaired
development on a weekly basis by our traveling
speech therapists according to their personalized
development plans. Besides supporting their
achieving good learning results we also aim to
integrate them into the class and we represent
their interests in the selected school.
Our important task is to have good relationship
with the families, by organizing parents’ clubs
where parents can get support for home training,
problemsolving or get information about newest
PEDAGOGICAL INSTITUTE – SUPPORTING INTEGRATED EDUCATION
Common target of integrating school, parents
and network of traveling teachers is to avoid
Together we have to secure the best education
for the children that ﬁts their individual needs
and specialities, and ﬁnally enables them to
successfully intagrate into society.
Snoezelen or controlled multisensory Enviroment
(MSE) is a therapy for people with autism
or developmental disabilities. It consists of
placing the person in a soothing and stimulating
enviroment, the „snoezelen room”. These
rooms are specially designed to deliver stimuli
to various senses, using lighting effects, colour,
sounds, music, scents, etc. The combination of
different materials on a wall may be explored
using tactile senses, and the ﬂoor may be
adjusted to stimulate the sense of balance.
The Snoezelen Therapy makes the participants
happy and teaches them at the same time.
Develops the hearing, smelling ability, the sense
of taste, the sense of feeling, the eye – hand
coordination. At the cognition ﬁeld it helps to
recognize the connection betweencause and
effect, it also improvescommunication. The
results of the therapy: the children are able to
relax, their aggressiveness reduces. It has good
effect on hyperactive children, hereby they
become more imaginative. As the therapist and
the children are not in an ordinary situation,
their relationship becomes stronger and this
positive change inrelationship also cause better
outcome of studies.
Inthe Snoezelen Therapy room activities focus on
two goals: On one hand they enhancerelaxation,
on the other hand they improve the effectiveness
of the therapy.
The Snoezelen Therapy
In this case the primary goal is developing and
activating thepsychological basic functions of the
problematic children. By way of the proffered
stimuli (the unusual medley of pleasant music
and light effects, interesting slides, noises,
burrs, ﬂavours, colours and gentle vibration)
children can gain positive experiences; they can
learn the technique of relaxation, the therapy
may relax their tension. They can learn the
technique of intensive sensing; to apprehend,
to receive and to use pleasant stimulus. All of
these abilities help children indiscovery and
development;these improve the quality of
their life. It is very effective way to attract the
attention of children is the slide show or ﬁlm
using a projector. The wall with different type
of ﬁnishes, thelittle ﬁsh swimming in the light
beam stimulate children to be active. The offer
to enjoy an environmentthat is rich in stimuli
provides a nonverbal communicating base itself,
so it ensures therapy potential on various ﬁelds.
The waterbed and the soft sack ﬁlled with
polystyrene pearlshelp to guarantee the ﬁrst
hand experience of the own body, the tactile
and kinetic senses.
The experience by senses helps to abate the
complexes and fears but enlarges attendance;
it makes them more open to discover the world
around them. The snoezelen room is safe; it has
warm feeling, harmonious, aesthetic, radiates
calmness and effects several senses.
The visual effects based onthe play of lights and
colours radiate warm and calm feeling as the
coloured strip lights, sun pillars, coloured disco
ball, mirror ball, the humidiﬁer and ﬂavour
vaporizer. The quiet, relaxing music also helps
to reduce stress during the therapy.
Psychological and mental
We provide psychological and mental health services
to all sections and classes of our institution.
Our psycologists have diverse professional
background: among them you can ﬁnd teachers of
handicapped children specializing in education of
hard of hearing students, clinical psychologists and
mental health experts specializing in the care of
children and adolescents, Basic Therapy experts; all
of them have many years of experience working with
hard of hearing children. Their task is to provide for
the psychological and mental health support of the
The teachers of our intsitution, who rely on
their training in mental health issues and in
psychopedagogy, continuously contribute to the
maintaining of the mental health of our pupils and
assure that the mental health approach receives
signiﬁcant emphasis in the life of our institution.
- We follow closely the psychological state of the
students, we screen endangered and talented pupils
and provide for their care.
or therapeutic intervention.
- If it is warranted, we direct the child to the
appropriate professional expert, with whom we
establish and maintain contact.
- For children and adolescents we hold therapeutic
sessions both in individual and group settings.
- We organize dramaplaying group courses.
- We provide Snoezelen therapy, in the course of
which the stimulation of the sensory system and
relaxation takes place in a room speciﬁcally prepared
for these purposes.
- To meet the challenges that come up in the school
setting, we work together with the teachers as a
- We organize consultations with the purpose of
reducing the possible dangers the pupils might face
through sex education, drug prevention and safe use
- We offer family oriented consultations for the
parents to discuss various issues related to raising
We are regularly approached in connection with the
following questions and problems:
- adjustment difﬁculties
- crisis situations
- performance problems
- learning difﬁculties
- seeking self-assessment
- conﬂict management
- selection of the appropriate institution for the next
stage of education
- graduation, choosing of the future profession
- integration, reintegration
- issues related to rearing
- difﬁculties associated with hearing disability.
One of the most important tasks of our
establishment is to help children by whom
hearing impairment was recognized very early,
and also support their families. We aim to start
developing these children as early as possible,
and to have them use the appropriate hearing
The early intervention can take place at
home, in the kindergarten or in the beautifully
equipped therapy rooms of our institution. The
complex individual development focuses on
hearing and talking while physical, mental and
social training also happens to create the base
for a smooth start into a regular daily education
Support and help for the family
Parent-child relationship is placed into the
focus of early intervention. We help the
parents and family to accept the hearing
impairment, by our suggestions even with the
help of a psychologist if necessary. We can
also help them to get the best and most up-to-
date hearing aids because we are in continuous
contact with audiologies and clinics. Taking
part in the individual development the parents
can learn how to conduct the therapy at home.
We have a large collection of developing toys to
be borrowed by the families to make the home
speech training easier for them.
We organize baby-mom group trainings as well,
where parents can actively take part in the
development. Besides, these occasions give
an opportunity for parents to discuss their
experience and share their actual problems
with the other families.
As a result of the early recognition, early
intervention, preparation of families and
integrating schools hearing impaired children
can successfully integrate into the kindergarten
and school community.
Special speech developments
- Development of hearing and understanding of speech
of the hearing impaired children
- Launching of the speech
- Working out the understandable speech with natural
- Formation and automatization of speech voices
- Correction of the already existing incorrect voices
- Forming of the proper prosodic: the tune, rhythm,
accent, tone, etc.
- Continuous enlargement of the vocabulary
- Interpretation of words, expressions
- Proper usage of grammar
Therefore, the aim is a complex development of the
language which always follows the
actual language state of the child.
It is important to have a relaxed atmosphere,
ﬂexibility and adaptability, playfulness and
The most important element of the methods is the
conversation, a free talk about the
experiences brought by the child, capturing the
situations. That results in a natural speech
All of our surdo-pedagogues have logopaedist
degree, continuously train themselves, give
lectures, and participate on advanced trainings and
Due to the technical developments, we have the
opportunity to try out the new tools,
methods, take part in international research,
scientiﬁc works, and in „computer aided
multifunctional hearing and speech development
Individual mother language development
This is a special individual therapy for every
child from the age of 3, with daily frequency or
at least 3 times a week.
Cochlear Implant – rehabilitation and habilitation
after the operation for improving hearing
C hl l h bili i d h
Special speech developments
This is a special auditive-oral therapy, the aim of
which is to integrate children to the mainstream
kindergarten and elementary school as soon as
Development strategy is based on applying the
methods on speech hearing.
In an optimal case the place of the development is
among the children with normal hearing.
With the CI device the child can hear voices in his/
her surrounding well. The child must reach from
the perception of voices to the understanding of
speech. Further aim is the proper, understandable
If there exists any additional disorder (dysphasia,
attention disability, skill disorders….or other
problems), the process is hampered.
The children with these problems stay short or
longer time at special elementary schools.
The conditions of successful implantation are:
- Operation at very early age
- Preparation and intensive development
- Audiological aftercare (measurement, setting, service)
Their achievement is mainly inﬂuenced by their
intellect, sensibility and language learning skills.
We test children with learning disorder
and symptoms of language impairment using
an in-house assessment approach as well as the
Sindelar method, which are based on motor and
perception skills, lateralization, the ability to
identify sequences, integration of sensory-motor
skills, memory, functions of attention, cognitive
skills, socialization, and language. In addition to
the self-developed special therapy for improving
motor skills we apply the Sindelar method (an
adapted form thereof.)After 30 years practical
and theoretical research in our kindergarten and
school we have developed a special motor skills
therapy and an assessment approach for 4-8 years
old children with learning disorder. The therapy
can develop and improve the skills required for
reading, writing, and computation such as basic
and ﬁne motor skills, body scheme, laterality, mo-
tor cross-modality, spatial perception relative to
body, attention, memory, verbal and non-verbal
communication, The therapy can be applied for
individual, small-group courses, physical exercises,
training for hearing-rhythm, folklore and grammar
lessons. The therapy consists of 8 modules and it
is scheduled for one teaching year. The duration
of each module assumes one month. The difﬁculty
level of each module’s material can be determined
via our pre-assessment. As a result, it is possible
to differentiate within a group for beginner,
intermediate, and advanced levels.
The duration of the therapy depends on the outcome
of annual assessments. For more efﬁciency in
severe cases, we apply individual therapies, which
enable ﬁne-tuned collaboration between teachers
and assistants, appropriate differentiation, and the
development of tailored material.
Kindergarten and Elementary School
on the Szőnyi road
27 years of experience in the development of
children with multiple disabilities, including hearing
Our site is located in the suburban area of Zugló,
easily accessible both by car or public transport.We
develop the children in warm, homely atmosphere.
About our programme:
Enrollment is subject to the recommendation of the
National Committee of Hearing Examination and
We focus on the development of the mental
capabilities of those hearing impaired children in
kindergarten and elementary school age, who in
the meantime also suffer from mental and other
associated disabilities. We strongly believe, that the
special development, if started early, can provide
the best results.
The ﬁrst grade takes 2 school years to accomplish and
includes differentiated development, which takes
into account the special needs of everyindividual
In the school year of 2010/2011 we launched an
education programme for the severely disabled
children. We accept in the programme also the non-
by the Expert Committee of Examination of Learning
What do we offer:
Our complex, specialized education programme
supports the development of hearing impaired
children with individual learning pace and
In small groups, we apply specialized methodologies
taking into account the individual abilities of the
We handle the children with love and acceptance.
In our pre-school courses we handle 3-7 years old
children with hearing impairment. Our goal is initiate
the delayed speech development and enhance the
During the elementary school courses we continue
the complex development of language skills,
abilities, and personality, thus providing a foundation
for the processing of the knowledge acquired during
In the school groups we focus on mitigation of the lag
in mental, motoric and communicational
development. We help the children explore the world
in small group and during individual sessions.
From 2011 we also include dogs in our therapy.
For the children from the countryside, we provide
accommodation in our hostel (except for the ones in
the development school groups).
We provide afternoon sessions, and also possibilities
for leisure, cultural and sport activities. For children
with cochlear implant surgery we organize hearing
and speech rehabilitation sessions. We organize
adapted physical education sessions for rehabilitation
and motoric development.
About our development school groups
According to the Bill of Public Education, 30/A §, after
01.01.2006 the severely disabled children have to be
providedaccessto proper public special education.
Since autumn of 2010 anappropriate educational
form exists also in our institution.
We work in groups of 6-7. The work is aligned to the
schedule of the school year, although it is not made
up of school years, it follows development phases,
using our Education Programme for Rehabilitation
and our Development Plan.We offer at least 20 hours
of development sessions for the children. The groups
do not work on a class basis, but more like a daily
The learning characteristics of the children are
taken into account during the Programme. We shape
the tasks so that they include the things which are
close the children. We emphasize „learning during
action”, which is based on observation and attempts
We strengthen each action with complex
communication, utilizing both verbal and non-verbal
methods. We help the self-expression of the children
with individual gestures, systems of pictures, symbols
and codes. We proceed in small steps, which are both
understandable and executable for the children. We
reinforce even the weakest spontaneouslearning
attempts with positive afﬁrmations of material,
social or activity nature.
We include several development areas:
1. We take advantages of the communication
possibilities, whether they are by eye, body, or
motion, signals, verbal or any alternative kind.
2. We developed motoric skills, by touch, massage,
rocking, strengthening tactile stimuli, positioning,
ﬁnding the proper position to carry out the required
task, building up the basis for motoric development
of the hand, developing the speciﬁc muscles of the
mouth and respiratory system, which are required for
3. Interest, discovery, grabbing, perception of
the space, all offer possibilities for perception-
experience and to explore the world.
4. Art activities such as music, drawing, speciﬁc dance
movements are tools for teaching creativity.
5. Separation from the mother, exploring the self,
experiencing relationships, expressing emotions
support emotional and socials education.
ensure the growth of independency and self-service.
- Morning session
- Group activities: space experience, tales and puppet-
communication, craftsman sessions, music –hearing –
rhythm development, lifestyle and cooking, games
- Personal motoric development session
- Personal special education session.
Újváros park school, is a special school, part of the
Dr. Török Béla Primary and special rocational school.
Which is situated in the outskirt of Budapest in XIV.
This school is one and only in Hungary specialized
in multiple disabled children and young adults.
Consist of two parts of school primary and secondary
In the primary boarding school (5-8 grades)
the student are to be tought.
• Besides the convencional educational activities we
organise wide range of special skills development
• The communication technics project given
opportunity to achieve the basics of a sign-langu-age
for thorse students, who are only able to practise the
speaking with hindrance.
• Establishing the subject ICT has great signiﬁcanse,
considering that during the education on trades, the
usage of information could be relevant. Everyday activity of PE, correction of morning
disorders, which caused by multifactorial damage of
the students, improving the power and stamina.
PROFESSION TRAINING IN 9-10 GRADES IS
PREPARING THE STUDENTS FOR THE TRADES
„Introduction to realm of the work” Theory and
practise – the students are make themselves
acquaintance with different workplace
„ Knowledge of trades and practising” gives an
opportunity the improve abilites and monitor-
ing the individual ﬁelds of interest. ICT skills
are strengthening the current and the missing
ATTAINING TRADES IN 11-13 GRADES
Our special vocational schools provides training
for people in special needs, who wans to achive
grades, or for those who are suffering from
learning disabilites with differencies in hearing.
The tuition organised by teachers of handicapped
children, who are to give individual support and
guidance as well.
ATTAINING TRADES ARE
• Ofﬁce assistant
• Bicycle repairing
Those students who don’t live in Budapest, we can
providing dormitory, where study groups could
help them in their study in the afternoon.
Our school gives continuous assistence to
initiating to work, to the starting independent
for those who will be school leavers.
Children learn to play music
The Beethoven program has started from 2002
Foundation. Our institute was connected to this
program in 2004. This program was created for
talented hearing impaired children to play music.
During the Beethoven program hearing impaired
children can play on the clarinet The children
learn to play music not for therapy but to get real
ability and possibility of playing music .By the
program of the Beethoven the hearing impaired
children can reach the world of the music also.
They experience the pleasure of the music, and
they can get possibility to try themselves and to
do creative work. This adventure produces an
effect on the personality development of them
and on their communication with the external
world. The true playing music help them to live
a more complete life. This program was planed
only for two years, but it was so successful that
it has been going continuously from that time.