Social Integration of Children with Special Educational Needs in Hungary

Abstract

The Hungarian educational provision system efficiently facilitates the social integration of learners with special educational needs in Tüskevár Elementary and Secondary School in Budapest. The thesis explores the experiences of children with special educational needs by analyzing the case study carried out at Tüskevár Elementary and Secondary School in Budapest. After presenting the Hungarian educational framework, education policies and characteristics of the provision system, a sociological context is given highlighting the main sociological theories of education and approaches to special educational. This gave a base for data collection and the methodology of information gathering. Evidence was collected from observation of events at Tüskevár, surveys distributed among professionals and parents, and focus groups interviews with the same two social groups that were the target of the surveys. Findings are connected to the previously presented sociological theories bearing in mind the specificities of the Hungarian provision system. The main finding of the case study is a mutually shared experiences of parents and professionals concerning part of the Hungarian education system, special education provision. Moreover, a significance contrast between the experiences with the education system and with Tüskevár was identified.