INCA Education around the world
Hungary : Internal school organisation
4.5.1 ORGANISATION OF TEACHING GROUPS
4.5.2 STUDENT PROGRESSION THROUGH SPECIAL PROVISION
4.5.3 CLASS SIZE
4.5.4 TEACHER SPECIALISATION
4.5 SPECIAL PUBLICLY-FUNDED PROVISION WITHIN OR OUTSIDE MAINSTREAM EDUCATION
[SEE 3.2.5]
THAT IS, PROVISION FOR STUDENTS WITH PARTICULAR NEEDS SUCH AS THOSE WITH DISABILITIES, LEARNING DIFFICULTIES, HIGH ABILITY, BEHAVIOURAL DIFFICULTIES, OR THOSE FROM PARTICULAR ETHNIC GROUPS OR TRAVELLER COMMUNITIES
4.5.1 ORGANISATION OF TEACHING GROUPS
INFORMATION BEING COLLECTED.
4.5.2 STUDENT PROGRESSION THROUGH SPECIAL PROVISION
With the agreement of the headteacher, students with special educational needs may be exempted from being formally graded in certain subjects for the first four years of schooling. As a result, he or she may repeat given years or may pass automatically from class to class during this period. 21
FURTHER INFORMATION BEING COLLECTED.
4.5.3 CLASS SIZE
If a child with special educational needs attends a mainstream school, provisions exist to reduce the number of students in the class as such students are perceived to need increased support. For example, if a deaf child attends the class, class size may be reduced by three; where children with mild learning difficulties are included, the overall class size may be reduced by two.21
Special vocational training schools
In the 1998/99 academic year, the student:teacher ratio in special vocational training schools (see 2.1.4 and 3.2.5) was approximately 6:1.13
4.5.4 TEACHER SPECIALISATION
Recent moves to provide more children with special educational needs with integrated education, mean that there is a requirement to change the system of teacher training in Hungary as, currently, teachers who teach in special schools are trained entirely separately from mainstream teachers who attend mainstream teacher training institutions.10
FURTHER INFORMATION BEING COLLECTED.
