Page 201 - Igor Ž. Žagar in Ana Mlekuž, ur. ▪︎ Raziskovanje v vzgoji in izobraževanju. Ljubljana: Pedagoški inštitut, 2019. Digitalna knjižnica, Dissertationes 37
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rricular opportunities for teaching about disability in hungarian public education
The perception of these two models is considered to be an appropri-
ate conceptualization for disability content of the HNCC. Students have to
learn that disability is not a health problem, but a complex phenomenon.
In public education students usually have very little experience with think-
ing critically about disability. So it is necessary to create them an accessible
framework through which they begin viewing the world around them with
a critical eye toward accessibility and disability (Browning & Cagle 2017).
The perception of the social and the human rights models could help to es-
tablish it.
Conclusions
The purpose of this study was to identify the curriculum discourse-lev-
el enablers and barriers of disability-related content in the 2012 HNCC by
analysing the presence and conceptualisation of the topic of disability. The
research highlighted several enablers and barriers presented by the HNCC
to fostering students’ knowledge about disability and positive attitudes to-
ward people with disabilities in Hungarian schools.
One of the most important enablers revealed by the study is that disa-
bility as curriculum content is presented in the HNCC though it appears in
different proportions in the various subject areas. Acceptance, respect for
human rights and the development of helping behaviour for people with
disabilities are important educational goals in the HNCC. These educa-
tional goals are included in a number of cultural areas of the curriculum.
The identified barriers include the lack of a consistent picture of dis-
ability concept in the HNCC, as the curriculum content demonstrates the
linear coexistence of the views of the four classical models of disability.
Most of the explicit disability-related curriculum content found in the 2012
HNCC reflects the concept of the medical disability model, while there
are several opportunities among the implicit disability-related content to
discuss disability through the conceptualization of the social and human
rights models.
The implications of the findings suggest that a much more coherent
and consistent approach to disability across the HNCC is required, pre-
senting the conceptualization of the social and the human rights model.
More attention to the conceptualization, coherency and consistency of dis-
ability contents, as well as to consciously framing disability concept in all
subject areas in the curriculum, could increase the likelihood that teachers
201
The perception of these two models is considered to be an appropri-
ate conceptualization for disability content of the HNCC. Students have to
learn that disability is not a health problem, but a complex phenomenon.
In public education students usually have very little experience with think-
ing critically about disability. So it is necessary to create them an accessible
framework through which they begin viewing the world around them with
a critical eye toward accessibility and disability (Browning & Cagle 2017).
The perception of the social and the human rights models could help to es-
tablish it.
Conclusions
The purpose of this study was to identify the curriculum discourse-lev-
el enablers and barriers of disability-related content in the 2012 HNCC by
analysing the presence and conceptualisation of the topic of disability. The
research highlighted several enablers and barriers presented by the HNCC
to fostering students’ knowledge about disability and positive attitudes to-
ward people with disabilities in Hungarian schools.
One of the most important enablers revealed by the study is that disa-
bility as curriculum content is presented in the HNCC though it appears in
different proportions in the various subject areas. Acceptance, respect for
human rights and the development of helping behaviour for people with
disabilities are important educational goals in the HNCC. These educa-
tional goals are included in a number of cultural areas of the curriculum.
The identified barriers include the lack of a consistent picture of dis-
ability concept in the HNCC, as the curriculum content demonstrates the
linear coexistence of the views of the four classical models of disability.
Most of the explicit disability-related curriculum content found in the 2012
HNCC reflects the concept of the medical disability model, while there
are several opportunities among the implicit disability-related content to
discuss disability through the conceptualization of the social and human
rights models.
The implications of the findings suggest that a much more coherent
and consistent approach to disability across the HNCC is required, pre-
senting the conceptualization of the social and the human rights model.
More attention to the conceptualization, coherency and consistency of dis-
ability contents, as well as to consciously framing disability concept in all
subject areas in the curriculum, could increase the likelihood that teachers
201
