Page 196 - Igor Ž. Žagar in Ana Mlekuž, ur. ▪︎ Raziskovanje v vzgoji in izobraževanju. Ljubljana: Pedagoški inštitut, 2019. Digitalna knjižnica, Dissertationes 37
P. 196
r aziskovanje v vzgoji in izobr aževanju
of development fields and educational goals, and principles of methodolo-
gy. The second part of the first main section discusses provisions regarding
framework curricula and local regulations. The second main section en-
titled ‘Competence development, the dissemination of general knowledge
and knowledge acquisition’ includes the description of key competencies
also recommended by the European Union (European Parliament and the
Council, 2006), the provisions regarding subject areas (structure and rec-
ommendations) and the material of the 10 subject areas (goals and princi-
ples, development tasks, and general content elements) organised along the
three levels of education (Grades 1-4; 5-8; 9-12). The 10 curricular areas of
the HNCC include (1) Hungarian language and literature (Hungarian), (2)
Foreign languages, (3) Mathematics, (4) Man and society-including histo-
ry; ethics; homeland and peoples; society, citizenship and economy; philos-
ophy, (5) Man and nature - including environment; biology; physics; chem-
istry, (6) The Earth - our environment, (7) Arts - including music; drama
and dance; visual culture; video culture and media literacy, (8) IT studies
(IT), (9) Way of life and practical skills (Way of life), and (10) Physical ed-
ucation and sports (PE). Finally, the third main section is a glossary of the
terms and definitions referring to the content regulation. The overall state-
ments of intent of the HNCC are thus represented by the ‘Tasks and values
of public education’ and ‘Key competencies’, whereas operational guidance
for subject groups and grade levels are presented by the material of the 10
subject areas (Bereczki, 2015).
The Research
The theoretical framework of the present research is based on two premis-
es, WHO definition of disability (WHO, 2014) and Tajfel & Turner’s (1986)
social identity theory. According to these, we interpret disability as a com-
plex phenomenon, which reflects the interaction between features of a per-
son’s body and aspects of the society in which he or she lives. Overcoming
the difficulties faced by people with disabilities requires interventions to
remove environmental and social barriers (WHO, 2014). In this sense, so-
ciety plays an important role in creating appropriate conditions for people
with disabilities. Consequently, it is inevitable to provide the younger gen-
eration with relevant knowledge, skills and attitudes towards people with
disabilities to be able to change their world into a place where people with
disabilities will meet social acceptance and understanding (Pogorzelska,
2016).
196
of development fields and educational goals, and principles of methodolo-
gy. The second part of the first main section discusses provisions regarding
framework curricula and local regulations. The second main section en-
titled ‘Competence development, the dissemination of general knowledge
and knowledge acquisition’ includes the description of key competencies
also recommended by the European Union (European Parliament and the
Council, 2006), the provisions regarding subject areas (structure and rec-
ommendations) and the material of the 10 subject areas (goals and princi-
ples, development tasks, and general content elements) organised along the
three levels of education (Grades 1-4; 5-8; 9-12). The 10 curricular areas of
the HNCC include (1) Hungarian language and literature (Hungarian), (2)
Foreign languages, (3) Mathematics, (4) Man and society-including histo-
ry; ethics; homeland and peoples; society, citizenship and economy; philos-
ophy, (5) Man and nature - including environment; biology; physics; chem-
istry, (6) The Earth - our environment, (7) Arts - including music; drama
and dance; visual culture; video culture and media literacy, (8) IT studies
(IT), (9) Way of life and practical skills (Way of life), and (10) Physical ed-
ucation and sports (PE). Finally, the third main section is a glossary of the
terms and definitions referring to the content regulation. The overall state-
ments of intent of the HNCC are thus represented by the ‘Tasks and values
of public education’ and ‘Key competencies’, whereas operational guidance
for subject groups and grade levels are presented by the material of the 10
subject areas (Bereczki, 2015).
The Research
The theoretical framework of the present research is based on two premis-
es, WHO definition of disability (WHO, 2014) and Tajfel & Turner’s (1986)
social identity theory. According to these, we interpret disability as a com-
plex phenomenon, which reflects the interaction between features of a per-
son’s body and aspects of the society in which he or she lives. Overcoming
the difficulties faced by people with disabilities requires interventions to
remove environmental and social barriers (WHO, 2014). In this sense, so-
ciety plays an important role in creating appropriate conditions for people
with disabilities. Consequently, it is inevitable to provide the younger gen-
eration with relevant knowledge, skills and attitudes towards people with
disabilities to be able to change their world into a place where people with
disabilities will meet social acceptance and understanding (Pogorzelska,
2016).
196
