Italy, Law 360 (1976) and Law 517 (1977), established the rights of handicapped children to be educated in public school settings. Also in 1977, Law 616 ...
1 Similarities and Differences between Systems of Pre-Primary Education in Hungary and Italy Agnes Nemeth Toth
Abstract In this chapter we want to give relevance to the European Commission’s attention regarding the infants' institutional education given during the year 2009 and 2010 in different countries in Europe. Figel quoted “Pre-primary education has the highest returns in terms of the social adaptation of children. Member States should invest more in pre-primary education as an effective means to establish the basis for further learning, preventing school drop-out, increasing equity of outcomes and overall skill levels… For this reason, the Commission has identified pre-primary education as a priority theme for cooperation between Member States in 2009-10, in particular to promote generalised equitable access and reinforce the quality of provision and teacher support” (Figel, 2009)1 For this very reason, we are trying to find some remarkable points to compare pre-school educational systems of two different European countries, Italy and Hungary. It’s seems to be a quite difficult overview highlighting just a portion of these two systems without a description of the entire structure. Here we will partially describe the Italian and Hungarian educational systems, finding some analogies between the two, in order to compare them on a base of three fundamental documents published by the European Commission and the OECD. The clarification on language terminologies is the first step to realize and compare our ideas, the second step is giving information about these organisations in Europe and how they legislate educational systems in early-childhood that is considered an no compulsory educational structure. But it seems that for most European parents, the obligation of ensuring kids the fulfilment of compulsory schooling is the main concern. In pre-schools the average children’s age is between 3 and 6 and the terminology used to identify this type of school philosophy is used in different ways in each country, such as words like: ‘kindergarten’, ‘infant school’ or ‘pre-school’. For example, we have the
Agnes Nemeth Toth. Ph.D. Associate professor at University of West Hungary, Campus Savaria, Department of Education 1
Ján Figel (2009): Early Childhood Education and Care in Europe: Tackling Social and Cultural Inequalities EACEA P9 Eurydice
impression that the Hungarian word ‘óvoda’ (kindergarten), seems to be identified with a place where children can play, instead the Italian word “scuola dell infanzia’ (infant school), gives us the idea of a place where children learn. But we know that it would be a mistake to think that kindegarden is just a fun place and infant school is a learning environment, there is a balance between these two types of activities wich are structured according to children’s needs.
Historical overview The history of education gives us the opportunities to discover linking points of the development of different school systems. At the begging of the 19th century many women an men, especially fathers and mothers, were forced to be employed in different working positions because of their social economical status, effecting critical consequences on children life style and needs. Different countries, during this period, had to deal with these type of problems. From this time on we see the establishment of pre-schools in many nations. (Pukánszky & Németh, 1999)2 ’The history of nursery schools is intimately related to the history of mass schooling. Provision of nursery schools and other institutions for the education and care of young children (generally under the age of six) came relatively late in the development of school systems. Not until it was accepted that early childhood was a highly significant stage in human development and one during which the contours of the later stages were formed was there much interest in making formal arrangements for the education of the young. Just how young was dependent on the age set for starting school, which varied from country to country, as school systems developed with the coming of industrialization and urbanization. Schools for children under the compulsory age for school attendance were motivated by a combination of a desire for moral regulation, social control, and CHILD SAVING. Demand for the provision of care for young children increased as women, many of whom were mothers, were increasingly drawn into the labour market.’ (Brehony,)3 At the beginning of 19th century, pre-schools started to take place all over, after the effort of Robert Owen in Scotland and Samuel Wilderspin in England. (Vág, 1979)4
2 Pukánszky Béla - Németh András (1999): Neveléstörténet. Nemzeti Tankönyvkiadó, Budapest, 7. kiadás, 1999. 356-360, 3 K. J. Brehonny (…): Nursery schools in. Encyclopedia of Children and Childhood in History and Society http://www.faqs.org/childhood/Me-Pa/Nursery-Schools.html (15.04.2010) 4 Vág, Ottó (1979): Óvoda és óvodapedagógia, Tankönyvkiadó, Budapest
’The realization that young children in infant schools needed specialized treatment adapted to their
age
did
not
take
hold
until
the
ideas
and
practices
of
JOHANN
HEINRICHPESTALOZZI (1745–1827) attracted the attention of a small number of educational reformers in England. Schools run on Pestalozzian lines attempted to recognize the specific requirements of young children rather than treating them as being no different than older pupils. In 1836, the Pestalozzian Home and Colonial Infant School Society began training teachers for infant schools in its college in London. Not only did this school emphasize the need to educate young children differently but it also introduced the idea that the care and education of children in their early years was a skilled task, which should not be left to anyone prepared to work for the very low wages that were commonly paid to the "motherly" girls who looked after young children. This was made difficult when forms of various CHILD CARE, from wet nurses to dame schools, abounded and teachers received no training.’ ((Brehony,)5 In Hungary, the first kindergarten was founded by THERESA BRUNSZVIK (1775–1861) in the city of Buda, on May 1828. The first name was Angyalkert’ (Angel garden). She liked philanthropic pedagogy and she knew Wilderspin and Pestalozzi’s methodologies very well. For example, she went to Yverdon (Swiss) to learn more about Pestalozzi’s idea. (Pukánszky & Németh, 1999)6 During the following years, the number of nursery schools grew gradually. “In Italy, MARIA MONTESSORI (1870–1952), was working along similar lines to produce her educational method aimed at the rescue of the children of the urban poor through an emphasis on health and sense training by means of her specially devised apparatuses, such as solid insets, sandpaper letters, and blocks that could be made into a long stair. The high rates of INFANT MORTALITY and disease both provided a major stimulus to the advocates of the nursery school”. (Brehony,)7 ’Toward the end of the nineteenth century, the free kindergarten movement in the United States, and similar initiatives in England and other countries, began to stress the role of the kindergarten in the rescue of the children of the urban poor. More social workers than teachers, the women who organized the free kindergartens gradually rejected Froebel's formal system, with its detailed directions on how to use his apparatus or "gifts" and "occupations," 5 K. J. Brehonny (…): Nursery schools in. Encyclopedia of Children and Childhood in History and Society http://www.faqs.org/childhood/Me-Pa/Nursery-Schools.html (15.04.2010) 6 Pukánszky Béla - Németh András (1999): Neveléstörténet. Nemzeti Tankönyvkiadó, Budapest, 7. kiadás, 1999. 356-360, 7 K. J. Brehonny (…): Nursery schools in. Encyclopedia of Children and Childhood in History and Society http://www.faqs.org/childhood/Me-Pa/Nursery-Schools.html (15.04.2010)
in favour of a wider conception of play combined with domestic tasks. Legitimation for this new approach came from the theories of the psychologist G. STANLEY HALL (1844–1924) and the philosopher JOHN DEWEY (1859–1952).’ (Ibid.)8 This remarkable effect can be also discovered nowadays in denominations and/or theories of different countries early- childhood educational systems. In some languages, these types of institutes are called ‘pre-schools’ or ‘infant schools’. It may refers to a dominant teaching activity influence. ’The adoption of the nursery school by public education systems throughout most of the twentieth century was constrained by their cost and by the view that the best place for most children below school age was with their mothers in their homes. Exceptions to this were made for the children of the urban poor and in times of national emergency as in the GREAT DEPRESSION and World War II, but provision of nursery schooling trailed behind that of day-care centres and other forms of child-minding that lacked the educational rationale of nursery schools.’ ((Ibid.)9
Structural features To understand differences in the educational structure system we must take parallelism between similar levels in order to see their functional features. ’Italy is a democratic republic organised on the basis of a Constitution drawn up in 1946-47, which came into force on 1st January 1948. Its history since the Second World War has been characterised by tremendous economic growth and unequal advances in modernising the social and political structures of the country. Much negotiation has taken place between the different political tendencies and between government and the traditional institutions. Over more recent decades, local, provincial, and regional entities have joined the debate, with a very-present emphasis on the values of diversity and decentralisation.’ (OECD, 2001. p.8.)10 As it can be seen in the table below, Italy has more than 50 years of experience in democracy. Developmental process of its educational system traditionally has run together with a changeable democratic society. (see Picture Nr.1.)
8 Ibid. 9 Ibid. 10 OECD (2001): OECD Country Note The Early Child Hood Education and Care Policy in Italy, May 2001.p.8.
Picture Nr.1. Education System in Italy
’In Hungary, there was a peaceful political and social change (transition) of regime in 198990. It formed part of a world scale transformation marked by the break-up of the Soviet Empire and the collapse of the state socialism. Owning to the discussion agreement reached between the democratic opposition (formed by the representatives of intellectual groups and movements) and the weakened communist power- the Constitution of 1949 became modified (Act XX of 1949 on the Constitution of the Republic of Hungary), and the Hungarian Republic was proclaimed on 23 October 1989.’ (2007/08. p.12.)11 These socio- political changes have given new ways for the development in democracy and economy as well. ‘Changes in Hungarian public education in the 90s may be associated with two factors: external changes in the political, economic and social environment of education as well as changes within the education system itself.’ (EURYBASE, 2007/08, p.59)12
11EURYBASE (2007/08): Organisation of the education system in Hungary 2007/08.p.12. 12 Ibid..p58.
Picture Nr.2. Education System in Hungary
At the moment, we can experience similar structures in the reviewed countries to enjoy OUTOF- HOME care for families having children aged between 0- to six. (see the table Nr. 1.)
Children age
0-36 months
13 Ibid. P.67.
HUNGARY
ITALY
‘Bölcsőde’ a) public (state, founded by municipality) b) private founded
’Asilo nido’ a) communal b) private
20 weeks-36 months Usually open on a full-day (12 hours per day) Payment for meals by the parents or municipality. (Depends on social status of the given family.) ’One nurse is responsible for one part of the group (5-6 children). The maximum number of children in a bölcsőde group is 10, in special cases less (e.g. in a group only with impaired children it is maximum 6).(EURYBASE, 2007/08, p.67)13
3-36 months Usually open on a full-day (12 hours per day) Meals are paid by the municipality. ‘Maximum group size is 10, and children are generally grouped according to age: 3-12 months, 12-18 months, 18-24 months and 24-36 months. One member of staff is responsible for five to seven children. Six hours daily are spent with the children and a
further six hours per week are allocated for planning, preparation, co-operation with parents and in-service training’
(OECD,2001, p.19.)14 ‘Óvoda’ (kindergarten) a) public (state, founded by the municipality) b) private
3- 6 years
’Scuola materna’ (pre-primary school) a) state b) communal c) private
’Private sector in public education, including institutions maintained by foundations or churches accounts approximately for 8-9%.’ (EURYBASE, 2007/08.p.71.)15 50 hours per week or more depends on needs.
’More than half of these schools are directly founded and funded by the state, especially in the South.’ (OECD, 2001.p.7.)16
Payment for meal by parents or municipality. (Depends on social status of the given family.)
Meals are paid by the municipality. Municipal pre-primary schools are often called scuola dell’infanzia (infant school).
Open up to eight hours per day
Last year of the kindergarten is compulsory for everyone staying a minimum 4 hours per day. It means legal obligation for the parents. (Act LXXIX of 1993 on Public education, Section 24 (3)). Table Nr.1.
As it can be seen in the table above, in Italy there are “three-branched” (state, communal, private) systems for early childhood care due to the Law 444 (1968) providing national funds for pre-primary schools and giving the right to Italian children of attending a pre-primary educational schooling. At the same time in Hungary establishing private educational institutes was an hardly experience. ’By 1965 kindergarten (óvoda) attendance had more than doubled. There were as many as 3227 kindergartens (óvoda) operating in the country. The creation of the institution network of early childhood education progressed at its most extensive in the 60s, and into the 70s, resulting in the phenomenon that some kindergartens (óvoda) began to operate in buildings originally not meant for kindergartens (óvoda). In 1975 over two thirds, and in 1990 87.1% of the 3-6 age group attended kindergarten.’ (EURYBASE, 2007/08, p.58)17 In Italy, ‘in 1969, the Ministry enacted Guidelines for Educational Activity in the state scuola materna, which included a strong emphasis on collaboration with parents, religious education, and play. In recognition of the implicit partnership that was beginning to develop among 14 OECD (2001): OECD Country Note The Early Child Hood Education and Care Policy in Italy, May 2001.p.19. 15 EURYBASE (2007/08): Organisation of the education system in Hungary 2007/08. p71.1 16 OECD (2001): OECD Country Note The Early Child Hood Education and Care Policy in Italy, May 2001.p.7. 17 EURYBASE (2007/08): Organisation of the education system in Hungary 2007/08.p58.
municipalities, private entities and the state in providing sufficient places within the scuola materna for all 3-6 year-old children, Law 1073, passed in 1962, allowed state contributions, under certain conditions, to the regions, provinces or other institutions of social relevance, as for example at that time, the “Cassa per il Mezzogiorno”. A primary requirement was to provide meals free of charge to a number of disadvantaged children. Adherence to minimum programme standards and an acceptance of the general aims as outlined in the 1969 Orientamenti was also taken into account.’(OECD, 2001, p.15.)18 Education events of the last few decades show also very interesting diverse between the countries. ’Following the policies established in numerous municipal programmes throughout Italy, Law 360 (1976) and Law 517 (1977), established the rights of handicapped children to be educated in public school settings. Also in 1977, Law 616 transferred the responsibility for construction of “scuola infant” to the regional government. This decision had unfortunate consequences for many parts of southern Italy, where massive funds were dedicated to construction projects that were never completed. Some ten years later, DPR 268 (1987) detailed some of the standards of the state “scuola materna”, including the number of hours worked by school personnel as well as the number of children per section (maximum 25).’(Ibid p.16.)19 A proceed with similar contents was introduced only in the early 90’s in Hungary. ‘Act I of 1985 on Education formally upgraded the first phase of public education, the kindergarten (óvoda) to a fully equivalent institution of public education. It eliminated ideological elements from the teaching programme, and put an end to the state monopoly of education. In 1996 the Basic Programme of kindergarten care was issued, a framework programme, which only suggests guidelines concerning the content of the local educational programme of the kindergarten (óvoda) based on which education and teaching is performed. It ensures the possibility to provide education on the basis of numerous principles taking account of local needs and demand. Taking this regulation into consideration, the educational staff of kindergartens prepared the local educational programme of their institutions. Taking account of local needs and demand, the local educational programmes include the educational concept of the school, its on-going practice, and the main pedagogical principles of the teaching staff.’ (EURYBASE, 2007/08, p.59)20 ’At the close of the 20th century, Italy is close to achieving universal provision of pre-primary education, through a combination of services under different auspices, each with their own 18 OECD (2001): OECD Country Note The Early Child Hood Education and Care Policy in Italy, May 2001.p.15. 19 Ibid, p.16. 20 EURYBASE (2007/08): Organisation of the education system in Hungary 2007/08. p59.
programmes, costs, availability, and goals. Attendance at a scuola materna/scuola dell’infanzia is now commonly accepted as the first and essential stage of the educational system and a vast majority (over 95% state-wide) of Italian three-, four-, and five-year old children now attend some form of pre-primary school. The distinctions among types of preprimary schools are variously identified, both in conversation and in the literature, as (a) public or private, (b) state or non-state, or, most commonly, (c) state, communal, or private.’ (OECD, 2001, p.15-16.)21
Timetable Pre-school time tables can be organized looking through all the academic year, or weekly or daily. Early childhood education in each overviewed county is strongly connected to the public education namely, to institutes that usually provide services for families in order to being participants in the labour market, having different aged children, and finally, these organisations generally are managed by school principals. ’Kindergarten activities in Hungary should be organised in a way that the óvoda education and care could satisfy parental needs and the kindergarten could also provide the part-time day-care and supervision of children, The time frame for care and education is 50 hours per week, which, in reasonable cases, is to be increased with the time necessary for the fulfilment of daytime care related tasks.’ (EURYBASE, 2007/08, p.68)22 ‘Scuola materna (pre-primary school) in Italy, are usually opened from 8.30 a.m. to 4.30 p.m. (40 hours weekly) but municipal and private school often open longer. (OECD, 2001)23 ‘Within the total amount of hours (875-1700 hours), three timetable models can be offered, from a minimum of 25 hours a week only in the morning up to 40 hours or a maximum of 50 hours a week. Schools autonomously define the model/models to offer, taking into account the requests submitted by parents. The District/School Council (2.6.4.1.) sets the timetable for the beginning and the end of the daily activities as well as the days of lessons in a week; these latter cannot be less than 5.’ (EURYBASE, 2008/09, p. 57.)24 Pre-school teachers in both countries prepare a weekly/daily timetable for their groups according children’s needs and the curricula. Hungarian children usually arrive to kindergarten at 8 o’clock in the morning and leave home at 3 p.m. They have three daily 21 OECD (2001): OECD Country Note The Early Child Hood Education and Care Policy in Italy, May 2001.p.15-16. 22 EURYBASE (2007/08): Organisation of the education system in Hungary 2007/08. p.68... 23 OECD (2001): OECD Country Note The Early Child Hood Education and Care Policy in Italy, May 2001.p.16. 24 EURYBASE (2008/09): Organisation of the education system in Italy, p. 57.
meals: breakfast, lunch and afternoon-tea. Italian pre-schools provide only lunch for the kids because they arrive later. Morning classes (group activities) last till lunch time and during the afternoon there different activities, according diversifications for each county . While, Hungarian children have a 2- 2 and half hour rest time where kids can sleep but for Italian children there is not such as possibility, there is not such similar activity organised for them. An important note, the real necessity of this type of activity scheduled in the school time table is debated among some parents.
Picture Nr.3. Pre-school Group in Italy
Picture Nr.4.Pre-school Group in Hungary
Curricular concerns Curricular activities are generally regulated by the national government. In Italy, ‘the 1991 Orientamenti provided a comprehensive values framework and pedagogical orientations for Italian early education services. Indications of child outcomes are given and areas of learning experience are defined (body and movement; speech and words; space, order and measures;
things, time and nature; messages, forms and media; the self and others, etc.). Sound pedagogical theory is outlined, giving particular emphasis to play, opportunities for exploration and discovery, and the importance of social relations. It appears, however, that the implications of these principles still need to be worked out in curricular and pedagogical terms within the networks and at local levels. (OECD, 2001, p.29.)25 About the same time in Hungary, ‘the document regulating the content of kindergarten education is the 137/1996. (VIII.28) Ministerial decree, called the National Core Programme for Óvoda Care (core programme). The core programme is effective for every kindergarten, regardless of their maintainer. The national core programme of kindergarten education includes general ideas on the principles of educational and pedagogical work in kindergartens, goals and objectives, which, however, can only be realised on an institutional level, if the kindergarten includes them in its educational programme.’ (EURYBASE, 2007/08, p.64.)26 Both of these documents (Orientamenti- IT; National Core Programme- HU) contents give only recommendation about the improving of local curricula by the pre-school teachers namely to give professional autonomy to the institutes. In the Hungarian kindergarten ‘…the local education program determines the content of education, which is a local regulatory document prepared in line with the principles of the National Core Program of Kindergarten Education (Alapprogram) ( 3.3.2.) Institutes regulate the procedure and time of kindergarten documentation of the education and development of children in their local educational programmes. Playing is the most important and most intensively developing task (and thus the most efficient tool) in kindergarten education. The special importance of playing must be present in the daily timetable and schedule of the kindergarten. Pedagogical development mostly builds upon the following activities: ● Poems, tales ● Songs, music, sing-and-play ● Drawing, sculpting, craft ● Physical activities ● The active exploration of the outside world’ (EURYBASE, 2007/08, p.68.)27 In the years of 1991, a new Orientamenti has been introduced in Italy, ‘focused on: (a) social relationships and experiences as they contribute to the child’s emotional well-being and 25 OECD (2001): OECD Country Note The Early Child Hood Education and Care Policy in Italy, May 2001.p.29.. 26 EURYBASE (2007/08): Organisation of the education system in Hungary 2007/08. p.64.. 27 Ibid, p. 68.
intellectual growth; (b) the value of a pre-primary school experience as a friendly transition to the more formal elementary school; and (c) the critical importance of home-school relations.’ (OECD, 2001, p.17.)28 The OECD team in Italy ‘…observed a broad spectrum of early childhood practice, in which significant variation could be seen in terms of images of the child, understandings of developmental domains, and abilities to link contemporary theories of learning and development to pedagogical practices. Much early childhood practice was of high quality, but much also remained conventional and uninspiring for children, with overreliance on direct transmission of knowledge.’(Ibid. p.29.)29 Scuola dell'infanzia’…contributes to the affective, psychomotor, cognitive, moral, religious and social development of children and promotes their potentiality of establishing relationships, of autonomy, creativity, learning and to secure equal educational opportunities: in the respect of the educational responsibility of parents, it contributes to the integral education of children; through its autonomy and didactical and pedagogical unity, it carries out the educational profile and the educational continuity together with all childhood’s services and the school' (Legislative Decree 59/2004, art. 1). (EURYBASE, 2008/09, p. 55.)30 Summarising the statements above, we may make it clear, there are many of ideological and practical similarities between the pre- school educations in these two countries. The role of playful activities in early childhood education is made relevant by each type of institute due to the newest point of view in psychology and pedagogy as well.
Teaching staff In both countries we can experience that it is possible to institute comprehensive institutes able to include primary schools, lower secondary schools and also pre-primary schools, managed by a single school manager. Child care responsibility at a pre-school/kindergarten is usually divided between teachers and nurses. As children needs claim it, nurses deal with the personal hygienic or meals while the professional (educational) activities depend on teachers. For this very reason there should be a balance about the duration of staff members’ working time. Sometimes, children’s groups are guided by a single person (nurse or teacher) but in other times by a team (nurse and teacher together).
28 OECD (2001): OECD Country Note The Early Child Hood Education and Care Policy in Italy, May 2001.p.17.. 29 Ibid. p.29.. 30 EURYBASE (2008/09): Organisation of the education system in Italy, p. 55.
To became a pre-school/kindergarten teacher our nations have quite different traditions but only apparently. For example, some years ago, in Hungary, there was a two-level system (pedagogical secondary school & teacher training college) to train pre-school teachers. It was optional for students to apply because the upper secondary school leaving certificate was not required at the moment of the entrance. Students in the secondary schools have got a good fundamental awareness in psychology and pedagogy and with the certificate they had the possibility to apply in any kindergarten or to continue their study up to
a
college
level.
But,
teachers’
secondary level training has existed only Picture Nr.5.Pre-school Group in Hungary
until 1995.
’According to the 2005 Act on Higher education the development of teacher education is implemented within the multi-cycle system. Where it was possible to acquire pedagogical qualification in high school education (teacher training college) - primary school teacher, kindergarten teacher, corrective pedagogy teacher, vocational qualification - bachelor studies can be launched in the framework of multi cycle system from 1 March, 2006.’ (EURYBASE, 2007/08, p. 235.)31 In Italy, ’Law no. 341 of 19 November 1990 providing for the reform of university teaching orders and MURST decree of 26 May 1998.foresee that these teachers attend a four-year laurea course in primary education sciences, subdivided into a common two-year period and two subsequent branches of study, one for scuola dell'infanzia and one for primary school (see 8.1.4.1.). Teachers who obtained tenure according to the previous system, just upon possession of a four-year diploma, keep on teaching until their retirement.’ (EURYBASE, 2008/09, p. 169.)32 ‘At present, initial training of teachers and recruitment procedures are under reform (8.1.2.). Information below refer to school year 2007/2008. There are no specific centres dedicated to the initial training of teachers, which is implemented in the universities. The laurea course in primary education sciences has four-year duration. Entrance 31 EURYBASE (2007/08): Organisation of the education system in Hungary, p. 235. 32 EURYBASE (2008/09): Organisation of the education system in Italy, p.169.
requires an upper secondary school leaving certificate, obtained after five-year secondary school. The training model for pre-primary and primary teachers is the simultaneous training; in fact, the laurea course is sub-divided into a common two-year period and two branches of studies, one for scuola dell'infanzia and the other for primary school; apprenticeship starts from the first year. At the end of the second academic year, students must choose their branch of study. The laurea obtained, is required for admission to competitive examinations for teaching places destined to pre-primary and primary school.’ (Ibid, p.170.)33 Finally, similarities between pre-school teachers education in our countries can be observed namely trough the laurea, accomplished in the course of a training program in college, that is nowadays the highest qualification.
Picture Nr.6.Pre-school Group in Italy
Children with special needs at pre-primary schools Inclusion is a public solution rising as a social and educational challenge in all countries (of the World) during the past two or three decades. Most European countries deal with special educational needs in different ways. Almost every country has preserved its traditions like special schools, special classes but inclusion at school has been spread everywhere, although in different ways. For a long time, Italy has known as the most inclusive nation of Europe having the most important tradition in educating disabled children in traditional schools. ‘For much of the twentieth century, Italy has been a highly homogenous society, with Italian citizens tracing their ancestors back for decades if not centuries.’ (OECD, 2001, p.11.)34
‘Following the policies
established in numerous municipal programmes throughout Italy, Law 360 (1976) and Law 517 (1977), established the rights of handicapped children to be educated in public school
33 Ibid, p.170. 34 OECD (2001): OECD Country Note The Early Child Hood Education and Care Policy in Italy, May 2001.p.11..
settings.’ (Ibid. p.15.)35 ’Consistent with the Italian tradition of mainstreaming special needs children into regular classroom settings, issues of diversity and integration are expanded to include children of ethnic and linguistic minorities. These conceptions of child development reflect best theory and practice in the field, e.g. in the Orientamenti, the domains of reading, writing, measuring are incorporated into the broader perspective of communication and symbol systems.’ (Ibid. p.26.)36 ’As for the integration of pupils with special needs in the classes of ordinary schools, it is foreseen the intervention of specialised teachers, called ‘support teachers’. These teachers have received, within their initial training, an additional training called 'support module' with specific didactic activities, for at least 400 hours. The support teacher is assigned to the class attended by a pupil with special needs and not the pupil him/herself. These teachers should join the ordinary class teachers to prepare a unitary planning’. (EURYBASE, 2008/09, p. 196.)37 Probably, this is the reason why Italian teachers generally have good practice in teamteaching while Hungarian educators are learning it just now. Students’ right to be educated in mainstream schools has been legislated in Hungary since 1993, but we find it hard to go beyond the frameworks of our diagnosis–based schooling traditions, which was previously organised according to the various categories of disabilities. While we have a modern support system to cater for a child’s individual needs, the need for the special teams who analyze students with suspected learning disabilities generally express a complex diagnosis protocol. (Csépe, 2008)38 A student with special needs can be placed either in an inclusive mainstream class, or in a special class in a mainstream school, or in a special school. The number of children with SEN is less and less in special schools and special classes. Many of the special schools in Hungary have just changed their profiles to become a 'single special pedagogy methodology centre' to help inclusive education at mainstream schools. (EGYMI= Centre for a Single Methodology in Special Education) ’According to the Section 30 of Act LXXIX of 1993 on Public Education, effective since January 2007, in addition to children with educational and behavioural problems, children permanently and severely hindered in their learning because of disorder in their recognition functions or permanent and severe disorders in their behavioural development due to nonorganic reasons are also eligible to taking part in developmental counselling/activities. 35 Ibid. p.15.. 36Ibid. .p.26.. 37 EURYBASE (2008/09): Organisation of the education system in Italy, p.196.. 38 Csépe Valéria (2008): Current practice and the future agenda of special educational needs In. Green paper for the renewal of Hungarian compulsory education Edited by Fazekas Károly- Küllő János- Varga Júlia Ecostat, Budapest p.139-165
Developmental counselling/activities may be realised within the framework of kindergarten education as well. Effective from September 2007, Section 121 (1) of the Act on public education was modified, and the notion of children and pupils with special needs of education was revised. Thus, the notion of children and pupils with special educational needs include children, students who suffer from permanent and severe disorder in their cognitive functions or behavioural development due to organic or non-organic reasons.(EURYBASE, 2007/08, p.63)39 The inclusion of students with a disability as a teaching strategy appeared in Hungarian schools only after the changing of the political system (1989). (Csépe, 2008)40 We had some pilot schools in the early 1980s to deal with inclusive education but their results did not get wide publicity. The first laws after the changing the political system was permissive and allowed integration but teachers did not have any experience and they were not able to introduce new ideas. By and large it was the main reason why many teachers disapproved of the idea to integrate these students into mainstream schools. Accordingly our segregated educational system existed for far too long, although inclusive education was widespread over Europe. Laws adopted in the last few years provide not only the opportunity of educational integration but stipulate obligations for mainstream schools. Some of the Hungarian schools have experience in models involving the so-called ‘coteaching’ method while others offer their students with SEN extra-curricular classes given by special teachers. A student with a learning disability must get a minimum of 15% extra time in compensation for his/her learning abilities, guided by a special education teacher. This means that if a school undertakes to educate students with SEN in a peer group, it must guarantee this service. Such schools with an inclusive approach towards students with SEN must maintain professional ties with a special education teacher and every mainstream teacher should have the opportunity to consult the special teacher as often as he/she needs to. ’Developmental counselling/activities may be realised within the framework of kindergarten education as well. Effective from September 2007, Section 121 (1) of the Act on public education was modified, and the notion of children and pupils with special needs of education was revised. Thus, the notion of children and pupils with special educational needs include
39 EURYBASE (2007/08): Organisation of the education system in Hungary, p. 63. 40 Csépe Valéria (2008): Current practice and the future agenda of special educational needs In. Green paper for the renewal of Hungarian compulsory education Edited by Fazekas Károly- Küllő János- Varga Júlia Ecostat, Budapest p.139-165
children, students who suffer from permanent and severe disorder in their cognitive functions or behavioural development due to organic or non-organic reasons.’(EURYBASE, 2007/08)41
Picture Nr.7.Co-teaching in Italy 2010
References 1
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CSÉPE Valéria (2008): Current practice and the future agenda of special educational needs In. Green paper for the renewal of Hungarian compulsory education Edited by Fazekas Károly- Küllő János- Varga Júlia Ecostat, Budapest . Pukánszky Béla - Németh András (1999): Neveléstörténet. Nemzeti Tankönyvkiadó, Budapest, 7. kiadás, 1999. Pukánszky Béla - Németh András (1999): Neveléstörténet. Nemzeti Tankönyvkiadó, Budapest, 7. kiadás, 1999. 356-360, K. J. Brehonny (…): Nursery schools in. Encyclopedia of Children and Childhood in History and Society http://www.faqs.org/childhood/Me-Pa/Nursery-Schools.html (15.04.2010) K. J. Brehonny (…): Nursery schools in. Encyclopedia of Children and Childhood in History and Society http://www.faqs.org/childhood/Me-Pa/Nursery-Schools.html (15.04.2010) Ján Figel (2009): Early Childhood Education and Care in Europe: Tackling Social and Cultural Inequalities EACEA P9 Eurydice
EURYBASE (2007/08): Organisation of the education system in Hungary 2007/08. EURYBASE (2008/09): Organisation of the education system in Italy. OECD (2001): OECD Country Note The Early Child Hood Education and Care Policy in Italy, May 2001. Vág, Ottó (1979): Óvoda és óvodapedagógia, Tankönyvkiadó, Budapest.
41 EURYBASE (2007/08): Organisation of the education system in Hungary, p.196..
