Page 195 - Igor Ž. Žagar in Ana Mlekuž, ur. ▪︎ Raziskovanje v vzgoji in izobraževanju. Ljubljana: Pedagoški inštitut, 2019. Digitalna knjižnica, Dissertationes 37
P. 195
rricular opportunities for teaching about disability in hungarian public education
of disability often forms attitudes and behaviours, it is important to de-
velop children’s understanding of people with disabilities (Hunt & Hunt,
2004). One key mechanism of improving attitudes is bringing disability
awareness into public school curriculum.
In the reflection of these findings, it is important to make disability
awareness instruction part of the general curriculum, that way typically
developing students should be taught about disability and the importance
of valuing and understanding individual differences (Ferguson, 2001). The
infusion of disability-related contents into the general curriculum would
represent a preventive approach to reduce negative attitudes and barriers
of inclusion of people with disabilities (Browning & Cagle, 2017; Knoll et
al., 2017) as well as it would prepare all students to adopt ethical and mor-
al principles of valuing individual differences (Alves & Lopes dos Santos
2013). Learning materials that support inclusive attitudes can help students
discover, discuss, and reinterpret their stereotypes about disability (Erev-
elles, 2011; Symeonidou, 2018). The introduction of this curricula could pro-
mote integration not only in education but also in all areas of public life
(Hoffmann & Flamich, 2014).
The Hungarian context
The major document that defines Hungarian Public Education is the na-
tional core curriculum.
The present Hungarian National Core Curriculum (HNCC) is a le-
gal document issued as an annexe of a government decree which forms
an integral part of the Public Education Act. Launched in September 2013,
the current HNCC represents the top level of a newly introduced central-
ised three-level curriculum regulation system. The second and third lev-
els of the system are embodied by the framework and local (school-level)
curricula, which are developed on the basis of HNCC (Bereczki, 2015). The
HNCC specifies the ‘valid values, the concept of general knowledge and the
definition of knowledge and learning’ in public education (HNCC, 2012:
1). Additionally, the provisions of the HNCC define the theoretical, con-
tent-related and methodological bases of school education in Hungary, the
main fields and content of subject areas taught, as well as the phases of ed-
ucation (Bereczki, 2015).
The HNCC has got three main parts. The first main section entitled
‘Content regulation and levels of regulation of educational activity’ de-
scribes the tasks and values of public education, including the description
195
of disability often forms attitudes and behaviours, it is important to de-
velop children’s understanding of people with disabilities (Hunt & Hunt,
2004). One key mechanism of improving attitudes is bringing disability
awareness into public school curriculum.
In the reflection of these findings, it is important to make disability
awareness instruction part of the general curriculum, that way typically
developing students should be taught about disability and the importance
of valuing and understanding individual differences (Ferguson, 2001). The
infusion of disability-related contents into the general curriculum would
represent a preventive approach to reduce negative attitudes and barriers
of inclusion of people with disabilities (Browning & Cagle, 2017; Knoll et
al., 2017) as well as it would prepare all students to adopt ethical and mor-
al principles of valuing individual differences (Alves & Lopes dos Santos
2013). Learning materials that support inclusive attitudes can help students
discover, discuss, and reinterpret their stereotypes about disability (Erev-
elles, 2011; Symeonidou, 2018). The introduction of this curricula could pro-
mote integration not only in education but also in all areas of public life
(Hoffmann & Flamich, 2014).
The Hungarian context
The major document that defines Hungarian Public Education is the na-
tional core curriculum.
The present Hungarian National Core Curriculum (HNCC) is a le-
gal document issued as an annexe of a government decree which forms
an integral part of the Public Education Act. Launched in September 2013,
the current HNCC represents the top level of a newly introduced central-
ised three-level curriculum regulation system. The second and third lev-
els of the system are embodied by the framework and local (school-level)
curricula, which are developed on the basis of HNCC (Bereczki, 2015). The
HNCC specifies the ‘valid values, the concept of general knowledge and the
definition of knowledge and learning’ in public education (HNCC, 2012:
1). Additionally, the provisions of the HNCC define the theoretical, con-
tent-related and methodological bases of school education in Hungary, the
main fields and content of subject areas taught, as well as the phases of ed-
ucation (Bereczki, 2015).
The HNCC has got three main parts. The first main section entitled
‘Content regulation and levels of regulation of educational activity’ de-
scribes the tasks and values of public education, including the description
195
