(concentrating especially on schools in close areas of towns)
DISCOURSE OF Ph.D.
Tutor:
Iván Dr. Falus
Associate Professor
Candidate of Pedagogy
Written by:
Ágnes Némethné Tóth

„Are the small schools of the country, especially that of the villages able to answer the modern requirements of modern culture, equality of schoolchildren and upbringing?
„ was this question made in the initiative part of the discourse.
In favour of finding the answer there were examined three significant topics, made exploration work for a some of years with a great number of samples: Special classes drawn together for hancapped children in small schools (1998.); Practice of integrated education of disabled children in village schools (2000-2001.);
Characteristics of mental hygienic condition of integrated schoolchildren (2003.).
Examining classes drawn together working on the basis of special curriculum in village schools we did induction of facts and got a description of characteristics of receptacle schools’ settlements, occupational and material conditions, comfort of schoolchildren and teachers of special classes drawn together for handicapped children.
Our exploration was extented to 8567 schoolchildren having disability in learning, in
793 classes drawn together, in 407 institutes. The figures are clarified from the information on nearly 30% of slightly mentally handicapped schoolchildren.
Disappointing factual circumstances of the classes drawn together which we got to know in 1998 and the surprisingly high number of integrated schoolchildren gave the reason to start an exploration connecting with the condition of integrated schoolchildren. Searching the answer where the roots of tradition of integration in
Hungary are, what motives impel the most of schools to take children having disability in learning. What are the characteristics of inclusive country schools ( considering law, occupation, material, education organizing). What can a small village school give to integrated schoolchildren.
The experience of this exploration (1999 schoolchildren educated in integrated method in 267 schools) can be valued either a model of special schooling for handicapped children of villages in the turn of millenary, sith the representativity of the survey about all the village schools in Hungary taking charge of educating in integrated method of the children having disability in learning failed besause of the lack of figures of 8 institutes.
During our exploration the answer was being searched for the question if there is a difference between the mental hygienic condition of integrated and segregated schoolchildren having disability in learning. What features of schoolchildren having disability in learning make reasonable to educate them in integrated method.
The evaluating sheet with five-grade scale filled in by teachers gave information in four topics (advertency, hyperactivity, social skills, volte-face) about integrated schoolchildren, but the exploration proved that applying the teacher evaluating scale is not suitable to show significant difference between integrated and segregated schoolchildren having disability in learning.