This document provides information about various programs and facilities at an institution for deaf and hard of hearing children in Hungary. It discusses the kindergarten, primary school, dormitory, and specialized therapy programs available. The kindergarten welcomes children aged 3 and focuses on developing speech, hearing, language, and social skills to prepare children for integration. The primary school teaches deaf and hard of hearing children using special educational methods adapted to their needs. It aims to provide students with the knowledge and skills to continue their education after completing the 8th class. The dormitory provides home-like accommodations for children from across Hungary and other countries. Specialized therapies include preliminary therapy focusing on physical development to aid learning, and adapted physical
Meeting the needs of the children and familiesizabela18
Jose is a 4-year-old boy with low vision who recently moved to Toronto from Winnipeg. Low vision is a loss of eyesight that makes everyday tasks difficult. Several organizations in Toronto provide services to help children with low vision, including Toronto Preschool Speech and Language Services which offers early intervention programs, and the Ontario Foundation for Visually Impaired Children which operates a daily group program for visually impaired children ages 2 to 5.
This letter from Stronsay Junior High School provides information to parents about the upcoming term in Upper Primary. It summarizes that students will be studying Ancient Egypt across subjects including activities in their topic web. Achievement books were sent home to track student learning over the summer and year. In Language, students will have opportunities for speaking, listening, reading fiction stories and plays, and related spelling and reading homework. In Maths, students will practice problem solving, number skills like place value and addition, time, and shape using a new scheme. French, Art, PE, Music and Daily Mile exercise will continue with visiting teachers. The letter asks parents to sign diaries weekly and contact the school with any questions.
The Northumberland Church of England Academy has partnered with Newcastle University to address a large number of students entering school with speech, language, or communication difficulties. As part of this partnership, the Academy has hired its own speech and language therapist to work alongside NHS therapists to provide more students access to therapy sessions. These types of difficulties are often described as "hidden" as the children look like other children but struggle in areas like learning, behavior, social skills due to inadequate communication abilities. The partnership aims to identify children as early as possible, including working with toddler groups, and provide staff training so teachers can support these students' needs through everyday classroom activities.
Children with Down syndrome typically have certain physical characteristics that are identified at birth or shortly after, such as low muscle tone, a crease in the palm, and upward slanted eyes. A chromosome study called a karyotype confirms the diagnosis by showing the presence of an extra chromosome 21. The risk of having a child with Down syndrome increases with the mother's age, as older eggs have a greater chance of improper chromosome division during cell division. Support services that can benefit children with Down syndrome and their families include organizations like the Down Syndrome Association that provide information, advocacy, and community; and healthcare professionals like pediatricians, physiotherapists, occupational therapists, speech therapists, and social workers who can assess development and link families to
This document discusses supporting a child named Shahena with severe hearing impairment. It covers the effects of hearing loss on development, adaptations and accommodations like using visual communication, and types of sign language. Examples of visual supports that could help Shahena include classroom labels, schedules, and choice boards. The document also recommends agencies that can provide support to Shahena and her family as they are new to Toronto and her mother speaks limited English.
Meeting the needs of children and familiesMatthew Medina
Lily is a 4-year-old girl with severe hearing impairment who is new to the preschool. Her family speaks Cantonese and some English. The educator needs to ensure Lily feels safe and comfortable. Adaptations may include using sign language, visual aids, and a buddy system. Services in the area can help Lily's family learn English and access support for her hearing. An audiologist can assess Lily and recommend devices or therapy to enhance her hearing.
Meeting the needs of children and familiesMarisolOO
Nathan was born with cardiac arrest and needed heart surgery. He is now 10 months old but is behind in developmental milestones. His parents want to understand available services and support as they move to Ajax. Nathan's mother also wants to find a new job closer to their new home. There are many resources available in Durham Region to support Nathan and his family, including doctors, therapists, consultants and social workers who can assess Nathan, develop strategies to support his needs, and connect his family to additional services.
The creative learning center model provides specialized education programs and therapies for children with autism and other neurological disorders. Activities include social skills groups, camps, speech and occupational therapy, and relationship building interventions. Children receive morning and evening care in an innovative environment to develop skills before school age. The goal is holistic development by nurturing mind, body and soul and harnessing each child's curiosity and creativity. Individualized education plans provide academic and life skills training through subjects like art, cooking, music and field trips. Assessment places children in ability-based groups for specialized instruction, applied behavior analysis, and independence. The resulting graduates are mature with self-worth and confidence to acquire knowledge through curiosity.
Meeting the needs of the children and familiesizabela18
Jose is a 4-year-old boy with low vision who recently moved to Toronto from Winnipeg. Low vision is a loss of eyesight that makes everyday tasks difficult. Several organizations in Toronto provide services to help children with low vision, including Toronto Preschool Speech and Language Services which offers early intervention programs, and the Ontario Foundation for Visually Impaired Children which operates a daily group program for visually impaired children ages 2 to 5.
This letter from Stronsay Junior High School provides information to parents about the upcoming term in Upper Primary. It summarizes that students will be studying Ancient Egypt across subjects including activities in their topic web. Achievement books were sent home to track student learning over the summer and year. In Language, students will have opportunities for speaking, listening, reading fiction stories and plays, and related spelling and reading homework. In Maths, students will practice problem solving, number skills like place value and addition, time, and shape using a new scheme. French, Art, PE, Music and Daily Mile exercise will continue with visiting teachers. The letter asks parents to sign diaries weekly and contact the school with any questions.
The Northumberland Church of England Academy has partnered with Newcastle University to address a large number of students entering school with speech, language, or communication difficulties. As part of this partnership, the Academy has hired its own speech and language therapist to work alongside NHS therapists to provide more students access to therapy sessions. These types of difficulties are often described as "hidden" as the children look like other children but struggle in areas like learning, behavior, social skills due to inadequate communication abilities. The partnership aims to identify children as early as possible, including working with toddler groups, and provide staff training so teachers can support these students' needs through everyday classroom activities.
Children with Down syndrome typically have certain physical characteristics that are identified at birth or shortly after, such as low muscle tone, a crease in the palm, and upward slanted eyes. A chromosome study called a karyotype confirms the diagnosis by showing the presence of an extra chromosome 21. The risk of having a child with Down syndrome increases with the mother's age, as older eggs have a greater chance of improper chromosome division during cell division. Support services that can benefit children with Down syndrome and their families include organizations like the Down Syndrome Association that provide information, advocacy, and community; and healthcare professionals like pediatricians, physiotherapists, occupational therapists, speech therapists, and social workers who can assess development and link families to
This document discusses supporting a child named Shahena with severe hearing impairment. It covers the effects of hearing loss on development, adaptations and accommodations like using visual communication, and types of sign language. Examples of visual supports that could help Shahena include classroom labels, schedules, and choice boards. The document also recommends agencies that can provide support to Shahena and her family as they are new to Toronto and her mother speaks limited English.
Meeting the needs of children and familiesMatthew Medina
Lily is a 4-year-old girl with severe hearing impairment who is new to the preschool. Her family speaks Cantonese and some English. The educator needs to ensure Lily feels safe and comfortable. Adaptations may include using sign language, visual aids, and a buddy system. Services in the area can help Lily's family learn English and access support for her hearing. An audiologist can assess Lily and recommend devices or therapy to enhance her hearing.
Meeting the needs of children and familiesMarisolOO
Nathan was born with cardiac arrest and needed heart surgery. He is now 10 months old but is behind in developmental milestones. His parents want to understand available services and support as they move to Ajax. Nathan's mother also wants to find a new job closer to their new home. There are many resources available in Durham Region to support Nathan and his family, including doctors, therapists, consultants and social workers who can assess Nathan, develop strategies to support his needs, and connect his family to additional services.
The creative learning center model provides specialized education programs and therapies for children with autism and other neurological disorders. Activities include social skills groups, camps, speech and occupational therapy, and relationship building interventions. Children receive morning and evening care in an innovative environment to develop skills before school age. The goal is holistic development by nurturing mind, body and soul and harnessing each child's curiosity and creativity. Individualized education plans provide academic and life skills training through subjects like art, cooking, music and field trips. Assessment places children in ability-based groups for specialized instruction, applied behavior analysis, and independence. The resulting graduates are mature with self-worth and confidence to acquire knowledge through curiosity.
Foxfield SEND Information Report 2017-18RuchiDatta81
This document summarizes Foxfield Primary School's support for students with special educational needs and disabilities (SEND). It outlines the school's inclusive philosophy and its offerings in areas like communication/interaction, learning difficulties, sensory/physical needs, and social/emotional/mental health needs. Support includes quality teaching, visual aids, intervention groups, assistive technology, and access to specialists. The school works to identify needs, track progress, ease transitions, and train teachers/staff to meet all students' requirements.
At the nursery school, we believe in a healthy lifestyle for children. We offer a holistic education that is centered on physical activity and nutrition, we provide opportunities to explore nature and extend their basic skills through the exploration of technology.
Auditory verbal therapy is an early intervention program that trains parents to maximize their hearing impaired child's speech and language development through normal age-appropriate communication using the auditory sense. The therapy focuses on developing listening, speech, language, and communication skills through play-based activities guided by principles of auditory development, parental guidance, and use of hearing technology to access all sounds. Auditory verbal therapists work one-on-one with parents and children to coach parents as the primary facilitators of their child's listening and spoken language development.
This document discusses support for students with special educational needs (SEN) at St. Brigid's Primary School. It outlines that the school has 18 special education teachers who support students with various diagnoses, literacy needs, numeracy needs, or who are English as a second language learners. It also has 9 special needs assistants appointed by the National Council for Special Education to support children with complex needs. Some children are placed in smaller special classes catered for their needs, like the Sunshine Suite for children on the autism spectrum or the Rainbow Suite for children with moderate learning disabilities. The school prioritizes literacy support and uses assessments to identify students needing extra support.
The School of Talents aims to promote early education and develop children's intelligence and health through innovative programs. It brings together parents, teachers, and academics to address educational challenges. The school's goals are to raise awareness of early education's importance, promote innovative teaching methods, and offer children and their parents a variety of educational programs. It offers courses in subjects like English, music, reading, and math taught through engaging techniques by specialists. Workshops are also provided for parents on topics such as early education, nutrition, and communicating with children.
Auditory-verbal therapy (AVT) is an approach that teaches deaf or hard of hearing children to listen and speak through making use of their residual hearing. The key principles of AVT include early identification of hearing loss, fitting with hearing aids or cochlear implants, and using listening as a major part of developing communication, social and academic skills. AVT involves weekly one-on-one sessions between the child and therapist, with activities also carried out at home with parental guidance. The goal is for children to develop spoken language through listening and ultimately enter mainstream schools.
VISIT TO JOHANNITERSCHULE IN DUISBURG, GERMANY. FOR EST PLATFORMmgatell
The LVR - Johanniterschule in Duisburg, Germany is a school that serves partially sighted, blind, and visually impaired children, many of whom also have additional disabilities. The school has departments for preschool through secondary education, and supports over 150 students in mainstream schools. Around 80 students attend the school itself, ranging in age from 3 months to 18 years old. Since many students have visual impairments, the school provides optical aids and assistive technology to help students access the curriculum. Some examples mentioned are adapted games and materials, as well as resources like resonance boards, position boards, and tactile books. The active learning approach used at the school emphasizes allowing students to learn through their own exploration and experiences
Explore how Petite School House nurtures each child's potential by embracing diverse learning styles, ensuring a tailored, inclusive, & engaging early childhood educational experience.
This document discusses inclusive education and teaching English to students with diverse needs and disabilities. It begins by defining inclusive education as bringing all students together in one classroom regardless of strengths or weaknesses. It discusses the principles of inclusive education, including that all children belong and have the right to be included. It also outlines the benefits of inclusion such as families' visions being realized and friendships developing. The document then discusses teaching English to students with various disabilities like learning disabilities, visual and auditory impairments, physical disabilities, and limited vocabulary. It provides characteristics and implications for each, emphasizing adapting teaching methods to individual student needs. The conclusion restates that inclusion enhances learning and academic achievement for all students.
This guide provides practical tips for supporting young people with special educational needs and disabilities (SEN/D) to explore their local outdoor spaces. It emphasizes the importance of understanding the needs and perspectives of both the young people and practitioners. The guide outlines key steps to effectively plan activities, including establishing contacts, understanding needs, learning from experiences, and celebrating achievements. The overall goal is to provide inclusive and meaningful experiences that build confidence and enjoyment of the natural environment.
Educational needs of visually impaired pdfReyazWani41
This document outlines the educational needs of visually impaired learners and strategies to address them. It discusses assistive devices like magnifying glasses, closed-circuit TVs, large print materials and Braille. It also covers specialized equipment, a "plus curriculum" of skills specific to blindness, participation in extracurricular activities, orientation and mobility training, vocational training, and both residential schooling and mainstream schooling options. The overall message is that a variety of approaches are needed to educate visually impaired children and enable them to lead independent lives.
Communication Barrier of Hearing Impaired Studentsrod RAGUINE
The document presents a research project on the communication barrier of hearing impaired students at Centro Fidei School. It includes an abstract, table of contents, introduction on hearing loss and deaf identity, background of the study site, statement of the problem, significance of the study, research methodology using descriptive research, results on how hearing and deaf people communicate and how teachers convey lessons, and conclusions. The overall purpose is to examine communication between hearing and deaf communities at the school.
This document summarizes information about the Kelmės “Kūlverstuko” nursery-kindergarten in Lithuania. It provides details about the location in Kelmė and history of the preschool. It describes that there are 210 children, 1 nursery group and 5 preschool groups. The name "Kūlverstukas" comes from a fictional character in Soviet children's literature. The preschool focuses on health, physical activity, outdoor education, and international project work. It highlights experiences from previous projects and current Erasmus+ projects on learning beyond the classroom.
1. Auditory-verbal therapy (AVT) is an approach that uses techniques to promote optimal language acquisition through listening for children with hearing loss using hearing aids, cochlear implants, and other technology. It emphasizes speech and listening development.
2. AVT includes early identification of hearing loss, fitting of amplification devices, guidance for parents, and one-on-one therapy to help children learn to listen and communicate through spoken language.
3. The goals of AVT are to help children develop auditory skills like sound awareness and processing of language to facilitate natural communication development and inclusion in mainstream classrooms.
A case against special needs and for very deaf schools in SwedenErnst Thoutenhoofd
This document discusses issues in deaf education in Sweden. It provides quotes from deaf students expressing frustration with teachers who don't know sign language and feeling forced to speak. It also notes criticism from Sweden's Children's Ombudsman that some special schools for the deaf don't meet expectations, with students reporting teachers unable to sign. The document advocates for sign-bilingual education and rights for deaf students to be educated in their native sign language and culture. It traces the history of denying sign language in deaf education internationally and issues with oral-only approaches.
This document summarizes a learning plan for a bilingual education classroom. It discusses several key points:
1) The classroom uses a 90/10 bilingual model, with most instruction in Spanish but some English group time for reading and singing. This supports students with speech/language impairments in their first language of Spanish.
2) The plan aims to increase parent engagement through home visits, questionnaires, inviting parents to share skills and experiences in the classroom, and meetings to discuss the education system and benefits of bilingualism.
3) Techniques to promote students' language development include using visuals, gestures, total physical response, sheltered instruction with scaffolding, and thematic and hands-on lessons
Welcome to the Eglinton Day School. A Private School Partnership with Sylvan Learning Centre.
We offer a world-class, child-centric learning environment, guided by Sylvan's exceptional curriculum pedagogy. We currently offer programming for children in Kindergarten through Grade 6.
Join us for our upcoming June 4th Information Session. Starting at 2:30 p.m., in Scarborough, ON, reserve your spot today! E-mail us at sylvanscarborough@gmail.com or phone (416) 266-1870.
THE INTERNATIONAL SCHOOL OF PHNOM PENH (ISPP) IS A CO-EDUCATIONAL NOT-FOR-PROFIT ENGLISH MEDIUM DAY SCHOOL ENROLLING STUDENTS FROM EARLY YEARS (AGE 3) THROUGH TO GRADE 12. THE SCHOOL IS HOUSED AT A NEW, PURPOSE-BUILT CAMPUS IN A FAST GROWING AREA OF THE CITY.
This document summarizes the use of digital technologies and teaching of English and students with special needs at School Tiberiu Morariu in Salva, Romania. Digital technologies are limited due to financial constraints but some classes use laptops and a donated projector. An IT lab with PCs and tablets was obtained in 2016. English and French are taught using Content and Language Integrated Learning. Students with special needs may attend normal or adapted curriculum or special schools, but the school lacks funding for specialized teachers.
Foxfield SEND Information Report 2017-18RuchiDatta81
This document summarizes Foxfield Primary School's support for students with special educational needs and disabilities (SEND). It outlines the school's inclusive philosophy and its offerings in areas like communication/interaction, learning difficulties, sensory/physical needs, and social/emotional/mental health needs. Support includes quality teaching, visual aids, intervention groups, assistive technology, and access to specialists. The school works to identify needs, track progress, ease transitions, and train teachers/staff to meet all students' requirements.
At the nursery school, we believe in a healthy lifestyle for children. We offer a holistic education that is centered on physical activity and nutrition, we provide opportunities to explore nature and extend their basic skills through the exploration of technology.
Auditory verbal therapy is an early intervention program that trains parents to maximize their hearing impaired child's speech and language development through normal age-appropriate communication using the auditory sense. The therapy focuses on developing listening, speech, language, and communication skills through play-based activities guided by principles of auditory development, parental guidance, and use of hearing technology to access all sounds. Auditory verbal therapists work one-on-one with parents and children to coach parents as the primary facilitators of their child's listening and spoken language development.
This document discusses support for students with special educational needs (SEN) at St. Brigid's Primary School. It outlines that the school has 18 special education teachers who support students with various diagnoses, literacy needs, numeracy needs, or who are English as a second language learners. It also has 9 special needs assistants appointed by the National Council for Special Education to support children with complex needs. Some children are placed in smaller special classes catered for their needs, like the Sunshine Suite for children on the autism spectrum or the Rainbow Suite for children with moderate learning disabilities. The school prioritizes literacy support and uses assessments to identify students needing extra support.
The School of Talents aims to promote early education and develop children's intelligence and health through innovative programs. It brings together parents, teachers, and academics to address educational challenges. The school's goals are to raise awareness of early education's importance, promote innovative teaching methods, and offer children and their parents a variety of educational programs. It offers courses in subjects like English, music, reading, and math taught through engaging techniques by specialists. Workshops are also provided for parents on topics such as early education, nutrition, and communicating with children.
Auditory-verbal therapy (AVT) is an approach that teaches deaf or hard of hearing children to listen and speak through making use of their residual hearing. The key principles of AVT include early identification of hearing loss, fitting with hearing aids or cochlear implants, and using listening as a major part of developing communication, social and academic skills. AVT involves weekly one-on-one sessions between the child and therapist, with activities also carried out at home with parental guidance. The goal is for children to develop spoken language through listening and ultimately enter mainstream schools.
VISIT TO JOHANNITERSCHULE IN DUISBURG, GERMANY. FOR EST PLATFORMmgatell
The LVR - Johanniterschule in Duisburg, Germany is a school that serves partially sighted, blind, and visually impaired children, many of whom also have additional disabilities. The school has departments for preschool through secondary education, and supports over 150 students in mainstream schools. Around 80 students attend the school itself, ranging in age from 3 months to 18 years old. Since many students have visual impairments, the school provides optical aids and assistive technology to help students access the curriculum. Some examples mentioned are adapted games and materials, as well as resources like resonance boards, position boards, and tactile books. The active learning approach used at the school emphasizes allowing students to learn through their own exploration and experiences
Explore how Petite School House nurtures each child's potential by embracing diverse learning styles, ensuring a tailored, inclusive, & engaging early childhood educational experience.
This document discusses inclusive education and teaching English to students with diverse needs and disabilities. It begins by defining inclusive education as bringing all students together in one classroom regardless of strengths or weaknesses. It discusses the principles of inclusive education, including that all children belong and have the right to be included. It also outlines the benefits of inclusion such as families' visions being realized and friendships developing. The document then discusses teaching English to students with various disabilities like learning disabilities, visual and auditory impairments, physical disabilities, and limited vocabulary. It provides characteristics and implications for each, emphasizing adapting teaching methods to individual student needs. The conclusion restates that inclusion enhances learning and academic achievement for all students.
This guide provides practical tips for supporting young people with special educational needs and disabilities (SEN/D) to explore their local outdoor spaces. It emphasizes the importance of understanding the needs and perspectives of both the young people and practitioners. The guide outlines key steps to effectively plan activities, including establishing contacts, understanding needs, learning from experiences, and celebrating achievements. The overall goal is to provide inclusive and meaningful experiences that build confidence and enjoyment of the natural environment.
Educational needs of visually impaired pdfReyazWani41
This document outlines the educational needs of visually impaired learners and strategies to address them. It discusses assistive devices like magnifying glasses, closed-circuit TVs, large print materials and Braille. It also covers specialized equipment, a "plus curriculum" of skills specific to blindness, participation in extracurricular activities, orientation and mobility training, vocational training, and both residential schooling and mainstream schooling options. The overall message is that a variety of approaches are needed to educate visually impaired children and enable them to lead independent lives.
Communication Barrier of Hearing Impaired Studentsrod RAGUINE
The document presents a research project on the communication barrier of hearing impaired students at Centro Fidei School. It includes an abstract, table of contents, introduction on hearing loss and deaf identity, background of the study site, statement of the problem, significance of the study, research methodology using descriptive research, results on how hearing and deaf people communicate and how teachers convey lessons, and conclusions. The overall purpose is to examine communication between hearing and deaf communities at the school.
This document summarizes information about the Kelmės “Kūlverstuko” nursery-kindergarten in Lithuania. It provides details about the location in Kelmė and history of the preschool. It describes that there are 210 children, 1 nursery group and 5 preschool groups. The name "Kūlverstukas" comes from a fictional character in Soviet children's literature. The preschool focuses on health, physical activity, outdoor education, and international project work. It highlights experiences from previous projects and current Erasmus+ projects on learning beyond the classroom.
1. Auditory-verbal therapy (AVT) is an approach that uses techniques to promote optimal language acquisition through listening for children with hearing loss using hearing aids, cochlear implants, and other technology. It emphasizes speech and listening development.
2. AVT includes early identification of hearing loss, fitting of amplification devices, guidance for parents, and one-on-one therapy to help children learn to listen and communicate through spoken language.
3. The goals of AVT are to help children develop auditory skills like sound awareness and processing of language to facilitate natural communication development and inclusion in mainstream classrooms.
A case against special needs and for very deaf schools in SwedenErnst Thoutenhoofd
This document discusses issues in deaf education in Sweden. It provides quotes from deaf students expressing frustration with teachers who don't know sign language and feeling forced to speak. It also notes criticism from Sweden's Children's Ombudsman that some special schools for the deaf don't meet expectations, with students reporting teachers unable to sign. The document advocates for sign-bilingual education and rights for deaf students to be educated in their native sign language and culture. It traces the history of denying sign language in deaf education internationally and issues with oral-only approaches.
This document summarizes a learning plan for a bilingual education classroom. It discusses several key points:
1) The classroom uses a 90/10 bilingual model, with most instruction in Spanish but some English group time for reading and singing. This supports students with speech/language impairments in their first language of Spanish.
2) The plan aims to increase parent engagement through home visits, questionnaires, inviting parents to share skills and experiences in the classroom, and meetings to discuss the education system and benefits of bilingualism.
3) Techniques to promote students' language development include using visuals, gestures, total physical response, sheltered instruction with scaffolding, and thematic and hands-on lessons
Welcome to the Eglinton Day School. A Private School Partnership with Sylvan Learning Centre.
We offer a world-class, child-centric learning environment, guided by Sylvan's exceptional curriculum pedagogy. We currently offer programming for children in Kindergarten through Grade 6.
Join us for our upcoming June 4th Information Session. Starting at 2:30 p.m., in Scarborough, ON, reserve your spot today! E-mail us at sylvanscarborough@gmail.com or phone (416) 266-1870.
THE INTERNATIONAL SCHOOL OF PHNOM PENH (ISPP) IS A CO-EDUCATIONAL NOT-FOR-PROFIT ENGLISH MEDIUM DAY SCHOOL ENROLLING STUDENTS FROM EARLY YEARS (AGE 3) THROUGH TO GRADE 12. THE SCHOOL IS HOUSED AT A NEW, PURPOSE-BUILT CAMPUS IN A FAST GROWING AREA OF THE CITY.
This document summarizes the use of digital technologies and teaching of English and students with special needs at School Tiberiu Morariu in Salva, Romania. Digital technologies are limited due to financial constraints but some classes use laptops and a donated projector. An IT lab with PCs and tablets was obtained in 2016. English and French are taught using Content and Language Integrated Learning. Students with special needs may attend normal or adapted curriculum or special schools, but the school lacks funding for specialized teachers.
The document discusses the importance of family involvement in the rehabilitation and education of hearing impaired children. It notes that families represent a child's first environment and their support is critical. Parents of hearing impaired children often experience feelings of guilt and fear due to lack of information. Providing parents with information about their child's impairment and involving them in support activities helps them better accept the impairment. The document outlines various family support services and activities at one institution including counseling, information sessions, recreational activities, and ensuring partnership between families and schools.
1. This document outlines the agenda for the second meeting of the Hearing Impairment Children, Family Support group in Budapest, Hungary.
2. The meeting will focus on creating the second part of a common guide about family support and will include debates among parents on the topic of family support.
3. The debates will be led by a French psychologist and recorded, with two professionals acting as secretaries. Parents and professionals will be asked questions about defining family support, its aims and expectations, who should receive it, advantages and disadvantages of support at home, important professionals to provide support, challenges families face, and whether there should be an end to family support.
This document provides a case history for S. Sz. Dalma, a 23 month old girl diagnosed with profound hearing loss at 14 months. Dalma received her first hearing aids at 14 months and began therapy to learn how to hear, listen, and talk. The initial goals of therapy were to teach Dalma and her family about using the hearing aids and how hearing works, as well as starting language learning through talking, singing, and playing together. Dalma has made progress in her hearing, listening, and vocabulary skills, and can now communicate using around 150 words through listening alone without needing lip reading or visual cues.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
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2. Invitation
WelcomeeveryVisitortotheinstitutionwithnationwide
schooling for the Education of children with hearing
impairments.
Teachingofchildrenwithhard-of-hearingwasseparated
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 school.
The present school building was built according to plns of
architectLajosZalavarywithYbl-awardinthegreenbelt
of Zuglo district, Budapest, 1965.There is a wide, open
area, where we can provide a friendly enviroment for our
students.
We could speak a lot about the professional methodical
changes and the development.
Howdidthemother-schooldevelopintoamultifunctional
integrated institute?
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
additional disabilities.
The institution receives children from all regions of the
countrywiththerecomendationoftheNationalComittee
of Hearing Experts and of the National Comittee of
Speech Experts.
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
children.
Our main task is to develop the seriously demaged and
retarded speech skill, and to work out the proper level of
mother tangue.
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
school groups.
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
our side.
Virág Sipos Szőllősiné
Director
3. In our kindergarten children from the age of 3
with different levels of hearing impairment are
welcome.
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
needs.
Our kindergarten in
the Rákospatak street
4. Healthcare – hearing care
Our doctors and nurses take a continuous care
of the children in our institute.
These kind of doctors are:
Peadiatrician
Earspecialist
Eyespecialist
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
firmdoctor.
5. Primary School in the
Rákospatak street
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
initial therapy.
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.
6. 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
development.Ifnecessary,theyprogressaccording
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
into society.
ThThThThhheeeee susususub
and ma
classes
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7. 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
students.
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
groups.
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
the Deaf.
Their favorite sports are football, water polo,
athletics, table-tennis, volley-ball, swimming,
and archery.
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
their personality.
Our dormitory in the
Rákospatak street
8. Special moving therapies
Preliminary ( basic) Therapy
Inour schooltherehasbeenpossibilityforkindergarten
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
education class.
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
life also.
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-
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.
9. 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
children.
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
Ourtravelingteachersarehelpingtheintegration
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
children.
Hearingimpairedchildrenarereceivingindividual
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
hearing aids.
PEDAGOGICAL INSTITUTE – SUPPORTING INTEGRATED EDUCATION
10. Cooperation
Common target of integrating school, parents
and network of traveling teachers is to avoid
negativeexperienceforthechildrenintheschool.
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.
11. 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.
(Wikipedia)
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
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.
12. Relaxation
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.
13. Psychological and mental
health services
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
child-teacher-parent triad.
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.
Our activities:
- We follow closely the psychological state of the
students, we screen endangered and talented pupils
and provide for their care.
-Onthebasisofourfindingsweprovidedevelopmental
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
team.
- We organize consultations with the purpose of
reducing the possible dangers the pupils might face
through sex education, drug prevention and safe use
of Internet.
- We offer family oriented consultations for the
parents to discuss various issues related to raising
their children.
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.
Contact:
e-mail: pszichologia@nagyothallo.info.hu
14. PEDAGOGICAL INSTITUTE
EARLY INTERVENTION
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
aids.
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
system.
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.
15. Special speech developments
Its purpose:
- Development of hearing and understanding of speech
of the hearing impaired children
- Launching of the speech
- Working out the understandable speech with natural
rhythm
- 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
humor.
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
process.
All of our surdo-pedagogues have logopaedist
degree, continuously train themselves, give
lectures, and participate on advanced trainings and
conferences.
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
programs”.
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.
ent
16. 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
possible.
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
speech production.
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
- Properselection(medical,pedagogical,psychological,
social background)
- Preparation and intensive development
- Audiological aftercare (measurement, setting, service)
Their achievement is mainly influenced by their
intellect, sensibility and language learning skills.
Disphasy-therapy
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.
bili iabilitation
ng
bili i
17. Kindergarten and Elementary School
on the Szőnyi road
About us:
27 years of experience in the development of
children with multiple disabilities, including hearing
impairment.
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
Rehabilitation.
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
child.
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-
hearingimpaired,butseverelydisabled,recommended
by the Expert Committee of Examination of Learning
Capabilities.
What do we offer:
Our complex, specialized education programme
supports the development of hearing impaired
children with individual learning pace and
capability.
In small groups, we apply specialized methodologies
taking into account the individual abilities of the
children.
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
oral communication.
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
later grades.
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).
18. 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
schedule.
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
to imitate.
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
communication.
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.
6.Eatingtherapy,toilettraining,basicsofhygieneandclothing
ensure the growth of independency and self-service.
Our sessions:
- 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.
19. Újváros park
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.
district.
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
section.
20. 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
programs.
• 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.
21. 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
environment.
„ 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
abilities.
22. 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
• Weaver
• Office assistant
• Bicycle repairing
• Tiler
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
lifestyle.
Thereisanopportunitytotakepartinconsultation
for those who will be school leavers.
23. Children learn to play music
The Beethoven program has started from 2002
Windland-Fúvósvilág (Windinstrumentworld)
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.